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Child  Culture 


ACCORDING    TO 
THE     LAWS    OF 


PHYSIOLOGICAL 
PSYCHOLOGY 

AND  MENTAL  SUGGESTION 


BY 

NEWTON    N.    RIDDEIyl. 


Author  of ''^  A  Child  of  Light,  or  Heredity 

and  Prenatal  Culture,  Considered  in 

the  Light  of  the  New  Psychology;''^ 

"  The  New  Man,''  Etc. 


Lecturer  on  Heredity,  Physiological  Psy- 
chology, Psychic  Phenomena,  Inspira- 
tion, Brain  Building  and 
Soul  Growth. 


CHII.D  OP  Light  Publishing  Co. 

CHICAGO,  ILL. 
Mailing  Defartmbnt,  6328  Sgglestom  Avb. 


££ 


S^NTA   BARBARA.   CALIF. 


COPTKIORT  1902 
BT 

NEWTON  N.  KWVmX 
All  RIgbts  Reserved. 


Contents. 

INTRODUCTION. 

PAGE 

Child  Study  8 

The  New  Psychology 9 

Hereditary  Tendencies lo 

Prenatal   Culture lo 

Heredity  and  Environment ii 

I— INCIDENTAL  OBSERVATIONS....  13 

Self  Examination 14 

Like  Excites  Like 15 

Self-Control  in  Parents 16 

Personal    Peculiarities 17 

The  Physical  Life. 18 

Food  and  Character 19 

Source  of   Intemperance 20 

Medicating  Children  21 

Order  of  Development 22 

The  Key  to  Character 25 

Traits  Peculiar  to  Age 26 

II— PHYSIOLOGICAL  PSYCHOLOGY.  28 

Fundamental  Principles  28 

Wild  Oats 30 

Brain  Building 32 

To  Restrain  Evil  Tendencies 34 

III— CHARACTER       BUILDING       BY 

SUGGESTION 36 

"Suggestion"  Defined   37 

The  Duality  of  Mind 38 

The  Law  of  Suggestion 40 

Mutual  Co-operation  41 

Prefixing  the  Character 44 

Secret  of  Self-Control 45 

A  Practical  Experiment 47 

Lodging  a  Suggestion 49 


4  Child  Culture. 

FACE 

A  Willful  Child 50 

Resist  Not  Evil S3 

IV— MISCELLANEOUS  SUGGES- 
TIONS   ss 

First  Essentlals  55 

Partiality  56 

Silent  Forces 56 

Morning  Affirmations  58 

Evening  Conference  59 

Develop  from  Within 60 

A  Law  Unto  Self 62 

Parental  Authority 66 

Domineering  Parents 67 

Deciding  for  Children 68 

The  Rights  of  Children 68 

Not  "You"  but  "We" 70 

The  Secret  of  Governing 70 

How  Monsters  Are  Made 71 

How  Men  Are  Developed 74 

Corporal  Punishment  75 

How  to  Punish 76 

The  Better  Way 78 

Scolding  and  Threatening 80 

Bugaboo  Stories  81 

The  Lost  Boy 82 

Narcotics  84 

Tobacco    85 

V— THE  INTELLECT 87 

Objects  of  Education 88 

Defects  in  Education 89 

The  Secret  of  Teaching 90 

Perception  91 

Memory    93 

Reason 94 

Premature  Development 95 

VI— IMPORTANT  LESSONS 96 

The  Fundamental  Law 96 


Contents.  5 

PAGE 

Temperance  97 

Moral  Hygiene  98 

Energy   99 

Idleness 100 

Frugality  100 

Continuity  loi 

Self- Respect loi 

Sensitiveness  102 

Frankness  and  Candor 102 

Habit  a  Law  of  Mind 103 

Tact 103 

Politeness  and  Agreeableness 104 

The  Affections  104 

Home  Influences  105 

Boys  and  Girls 106 

Personal  Purity  106 

Self- Protection 108 

Forethought    108 

Order  and  System 109 

Self-Containing  109 

Expression    no 

Imagination   no 

The  Sense  of  Honor in 

Kindness   X12 

Reverence  113 

The  True  Ideal 114 

The  Spiritual  Birth 115 

APPENDIX. 

The  Public  School 117 

School  Funds  118 

School  Equipment  120 

More  Teachers  Wanted 121 

Human  Nature  Studies 122 

QuALinCATIONS  OF  TeACHERS 125 

Teachers*  Salaries  126 

Pensioning  Teachers  127 

Moral  Training  128 


Prefatory  Note. 


TN  the  preparation  of  this  book,  the  principal 
•'•  objects  have  been:  first,  to  present  the  fun- 
damental principles  of  physiological  psychology 
and  mental  suggestion  and  outline  rules  for 
their  application  in  the  development  of  the 
child  and  character  building;  second,  to  point 
out  some  mistakes  commonly  made  in  the 
management  of  children  by  those  unacquainted 
with  the  laws  of  mind;  and  third,  to  indicate 
traits  of  character  that  should  be  developed 
in  every  child,  and  how  this  may  be  accom- 
plished. Whatever  more  the  book  contains  is 
rather  incidental. 

I  have  endeavored  to  express  each  proposition 
in  the  most  non-technical,  concise  language 
consistent  with  clearness.  Doubtless  some  of 
its  propositions  will  seem  novel  to  those  unac- 
quainted with  the  laws  of  Suggestion,  but  hav- 
ing employed  every  principle  given  with  good 
results,  I  feel  justified  in  respectfully  commend- 
ing them  to  the  thoughtful  consideration  of 
others. 

This  little  volume  is  sent  forth  with  a  sincere 
prayer  that  it  may  prove  helpful  to  many 
parents  and  teachers,  and  aid  in  the  formation 
of  many  noble  characters. 

The  Author. 


Child  Culture. 


Introduction. 


Standing  before  us  is  a  ragged,  bare- 
footed, freckle-faced,  blue-eyed  boy. 
Who  can  tell  what  latent  forces,  what 
slumbering  passions,  what  genius  or 
native  goodness  lie  hidden  in  that  head 
and  heart  ?  There  may  be  the  elements 
of  the  criminal,  the  orator,  the  philos- 
opher, the  statesman,  or  the  philanthro- 
pist, we  do  not  know.  But  since  his  in- 
herent tendencies  are  subject  to  modi- 
fication, susceptible  to  influence  and 
capable  of  endless  improvement,  let  us 
do  all  we  can  to  direct  his  energies,  de- 
velop his  genius  and  make  him  a  manly 
man. 

Solomon  said,  "Train  up  a  child  in 
the  way  he  should  go  and  when  he  is 
old  he  will  not  depart  from  it."  Solo- 
mon spoke  for  all  ages  and  all  peoples. 
The  thoughts,  feelings  and  desires 
which  dominate  a  life  during  its  forma- 
tive period  largely  determine  its  future 
character  and  possibilities. 


8  Child  Culture. 

The  Catholic  Fathers  have  said, 
"Give  us  the  first  ten  years  of  a  child's 
life  and  we  will  show  you  a  Catholic 
forever."  This  great  truth,  long  re- 
cognized by  them,  should  impress  us 
with  the  importance  of  having  the  early 
training  of  a  child  right. 

The  child  that  rocks  in  the  cradle 
today  is  the  man  of  tomorrow — the  cit- 
izen of  the  future,  whose  private  char- 
acter and  public  demeanor  are  to  affect 
the  social,  commercial,  intellectual  and 
moral  status  of  a  commonwealth. 


Child  Study. 

Until  recent  years  there  has  been  but 
little  systematic  child  study.  Sages, 
scientists  and  philosophers  have 
searched  every  realm  of  nature  to  dis- 
cover her  secrets  and  make  known  her 
laws,  facts  and  forces,  while  this  most 
important  department  of  nature,  this 
most  wonderful  life  of  all  lives,  has 
been  allowed  to  hold  its  sercets  and 
remain  an  enigma. 

Fortunately  a  great  change  has  ta- 
ken place  during  the  last  decade.  Most 
up-to-date  teachers  and  educators  now 
make  a  systematic  study  of  the  child 
life.  Many  excellent  books  have  been 
written  on  the  subject,  some  of  which 


Introduction.  9 

have  had  a  large  sale.  Their  circula- 
tion, however,  has  been  mainly  among 
teachers;  comparatively  few  parents 
have  taken  the  interest  in  the  subject 
they  should.  Too  many  parents  are 
contented  to  allow  their  children  to 
grow  up  without  any  definite  plans  for 
their  development.  Their  idea  of  fam- 
ily government  is  merely  to  correct  the 
child  when  it  violates  some  law.  Their 
methods  are  restrictive  rather  than 
constructive,  which  is  fundamentally 
wrong. 


The  New  Psychology. 

The  new  psychology  is  yet  in  its  ex- 
perimental stage ;  but  enough  is  known 
of  the  laws  of  brain  building  and  soul 
growth  through  mental  suggestion  to 
be  of  priceless  value  to  parents  and 
teachers.  During  the  past  fifteen  years 
I  have  had  occasion  to  employ  the  prin- 
ciples presented  in  this  booklet  in  the 
education  and  government  of  thou- 
sands of  children  representing  all 
classes  and  conditions.  I  have  found  it 
possible,  not  only  to  develop  the  nor- 
mal child  into  a  strong,  beautiful  char- 
acter, but  that  in  most  instances  even 
bad  hereditary  tendencies  can  be  largely 
overcome  and  evil  acquired  traits  com- 


lo  Child  Culture. 

pletely  corrected.  My  enthusiasm  on 
this  subject  is  born  of  experience  and 
practical  results  in  character  building. 

Hereditary  Tendencies. 

A  child  is  not  easy  to  understand. 
It  is  a  complex  being.  Through  the 
laws  of  heredity  it  is  a  product  of  all 
preceding  generations.  Moreover,  the 
acquired  characters  of  one  generation 
are  transmitted  to  a  greater  or  less  ex- 
tent to  the  next,  so  that  each  child  has 
in  its  native  constitution  not  only  the 
complex  character  of  the  race,  and  the 
peculiarities  of  its  distant  ancestors, 
but  qualities  peculiar  to  itself  resulting 
from  dual  parentage  and  maternal  im- 
pressions. 

Prenatal  Culture. 

Prenatal  culture  is  the  most  impor- 
tant part  of  a  child's  education.  Ma- 
ternal impressions  are  highly  potential 
in  determining  the  natural  gifts  and 
tendencies.  Every  life  is  most  suscep- 
tible to  external  influences  during  its 
formative  period.  The  older  we  grow 
the  more  fixed  we  become  in  character, 
and  therefore,  the  more  difficult  it  is 
to  modify  our  disposition  or  increase 
our  mental  capacities.  Thoughtful  par- 


Introduction.  1 1 

ents  no  longer  postpone  the  education 
and  government  of  the  child  until  they 
see  some  manifest  weakness  or  vicious 
tendency,  but  proceed  intelligently  to 
form  the  life  aright  from  its  inception, 
thereby  making  reformation  unneces- 
sary.* 

Heredity  and  Environment. 

As  between  heredity  and  environ- 
ment it  is  irrational  to  say  that  either 
is  the  more  important,  for  since  neither 
can  take  the  place  of  the  other,  they 
are  incomparable.  Hereditary  and  pre- 
natal conditions  supply  and  determine 
the  natural,  physical,  mental,  and  mo- 
ral, tendencies  of  every  life.  Post- 
natal influences,  or  environments,  de- 
velop, direct,  modify  and  if  we  add  the 
spiritual  element,  may  even  transform 
the  inherent  tendencies.  The  well-born 
child  may  become  a  criminal  through 
bad  habits  and  environments,  or  the 
viciously  inclined  lad,  although  born 
of  criminal  stock,  if  put  under  proper 
psychological  training  in  infancy  can, 
in  most  instances,  be  developed  into  a 
moral  character.    But  the  fact  that  one 


*For  a  thorough  consideration  of  this  sub- 
ject, see  "A  Child  of  Light;  or,  Heredity  and 
Prenatal  Culture  Considered  in  the  Light  of 
the  New  Psychology,"  by  N.  N.  Riddell,  Child 
of  Light  Pub.  Co.,  Chicago. 


12  Child  Culture. 

of  these  forces  may  overcome  the  other 
is  no  excuse  for  the  neglect  of  either. 
Both  the  prenatal  and  post-natal  train- 
ing must  be  right,  to  produce  the  best 
results. 


Part  I. 

INCIDENTAL  OBSERVATIONS. 

The  object  of  all  child  culture,  fam- 
ily government,  and  education  should 
be  to  direct  and  develop  the  natural 
attributes  of  the  child  so  that  it  may- 
unfold  into  a  strong,  beautiful,  harmo- 
nious character.  The  ideal  should  in- 
clude a  strong,  healthy  body,  vigorous 
energies,  normal  appetites,  pure  affec- 
tions, lofty  ambitions,  refined  tastes, 
pronounced  moral  convictions,  a  keen 
intellect,  a  decided  will,  a  kind,  forgiv- 
ing spirit,  a  deep  sense  of  reverence, 
an  abiding  faith  in  God,  and  an  unfal- 
tering zeal  for  truth  and  righteousness. 

Not  every  child  can  be  developed  to 
so  high  an  ideal ;  but  since  all  are  capa- 
ble of  constant  improvement,  some  fast, 
son^e  slow,  we  should  patiently  and 
persistently  employ  the  best  methods 
available  and  never  be  discouraged. 
The  teacher  or  parent  who  develops 
even  one  child  into  a  noble  man  or 
woman  lives  not  in  vain.  And  if  God 
is  interested  in  a  falling  sparrow,  He 
is  certainly  not  unmindful  of  those  who 
wisely  direct  a  growing  soul. 

13 


14  Child  Culture. 

Self- Examination. 

The  parent  or  teacher  who  would 
proceed  wisely  in  the  management  or 
education  of  a  child  should  first  ana- 
lyze self.  We  all  have  our  peculiarities 
of  mind  and  disposition  which  give 
bias  to  judgment  and  largely  determine 
our  ways  of  influencing  others.  We 
all  live  as  it  were  in  our  strongest  fac- 
ulties, feelings,  and  sentiments,  and 
are  inclined  to  speak  from  these,  are 
governed  by  them,  and  employ  them 
most  fully  in  the  government  of  others. 
To  illustrate :  The  very  firm,  positive 
parent  will  govern  mainly  by  firmness; 
the  affectionate  parent  through  the  af- 
fections; the  proud,  ambitious  parent 
by  appealing  to  pride;  the  severe  and 
cruel  by  punishment  and  fear ;  the  crit- 
ical and  intellectual  by  method  and  or- 
der, and  the  highly  conscientious 
through  the  sense  of  honor. 

Now,  it  frequently  happens  that  in 
following  these  natural  tendencies,  we 
employ  a  method  least  applicable  to 
the  child  we  are  trying  to  influence. 
The  very  firm  mother  may  have  a 
strong  willed  child,  and  by  the  undue 
exercise  of  firmness  on  her  part  there 
is  continual  clash ;  yet  by  governing  her 
child  by  love,  its  will  could  be  moulded 
so  as  to  form  the  controlling  element 


Incidental  Observations.  15 

of  a  beautiful  character.  The  affection- 
ate mother  may  have  the  management 
of  a  loving  child  that  is  sadly  deficient 
in  will  power  and  self-control,  and  by 
always  appealing  to  the  affections  she 
strengthens  them  unduly  and  leaves  the 
will  weak  and  wavering.  The  severe 
parent  will  make  a  coward  of  the  child 
that  is  already  timid ;  while  the  overly 
conscientious  parent  is  prone  to  exag- 
gerate the  sense  of  honor  to  the  neglect 
of  other  essential  elements  of  character. 
Thus  the  peculiarities  of  parents  and 
teachers  give  shade  and  bias  to  their 
methods  of  government,  and  unless 
they  exercise  much  judgment  and  self- 
control  they  will  often  employ  methods 
which  are  not  only  ineffectual  but  truly 
harmful. 

Like  Excites  Like. 

"Like  excites  like."  This  funda- 
mental psychological  law  should  ever 
be  borne  in  mind  in  dealing  with  the 
child.  An  angry  word  excites  anger; 
firmness  excites  firmness ;  selfishness  be- 
gets selfishness;  love  awakens  love; 
while  a  frank  communicative  way  un- 
locks the  heart  and  makes  it  easy  for 
one  soul  to  reveal  its  thoughts,  desires, 
and  aspirations  to  another. 

This  great  law  is  of  incalculable 


i6  Child  Culture. 

value  when  wisely  employed,  but  it  is 
the  cause  of  no  end  of  trouble  in  the 
absence  of  self-control.  Parents  and 
teachers  deficient  in  self-control  not 
infrequently  allow  a  fit  of  anger  or 
willfulness  on  the  part  of  the  child  to 
excite  the  same  in  them,  which  results 
in  a  clash,  greatly  to  the  injury  of  both. 
Whereas  by  the  exercise  of  due  self- 
control  and  a  calm  expression  of  love 
and  kindness  on  the  part  of  the  parent, 
the  anger  of  the  child  may  be  quickly 
overcome. 

We  should  keep  this  fact  steadily  in 
mind,  that  the  surest  and  quickest  way 
to  produce  an  emotion,  thought,  or 
conduct  in  another  is  to  manifest  the 
desired  quality  in  ourselves.  When  we 
have  the  grace  and  wisdom  to  do  this, 
we  have  the  key  to  success  in  the  man- 
agement of  children. 

Self-Control  in  Parents. 

Few  parents  have  learned  the  lesson 
of  self-control.  More  are  actuated  by 
impulse  or  feeling  than  by  reason  and 
judgment.  A  man  with  wisdom  and 
discretion  enough  to  successfully  man- 
age great  business  interests  will  lose 
his  temper  in  the  management  of  his 
child.  During  the  twelve  years  that 
I  made  a  specialty  of  advising  parents 


Incidental  Observations.  17 

in  regard  to  the  education  and  control 
of  their  children,  I  found  that  it  usually 
took  three  times  as  long  to  instruct  the 
parents  how  to  manage  themselves  as 
it  did  to  tell  them  how  to  manage  their 
children. 

Through  the  law  of  heredity  the  na- 
tural faults  of  parents  are  frequently 
transmitted  to  their  children  in  an  ex- 
aggerated form;  and  the  parents  not 
being  able  to  see  these  faults  in  them- 
selves, blame  the  children  for  their  in- 
herent meanness.  Thus  the  strong- 
willed,  stubborn  father  can  never  get 
along  with  his  stubborn  daughter,  and 
the  quick  tempered  mother  has  no  pati- 
ence with  her  fiery,  fickle-headed  boy. 
Forgetting  that  "like  excites  like,"  they 
live  in  a  continual  clash.  Were  they 
wise  enough  to  control  themselves  and 
correct  their  own  faults,  they  would 
find  the  government  of  their  children 
comparatively  easy. 

Personal  Peculiarities. 

There  are  no  two  children  alike.  The 
laws  of  heredity  are  so  complex  as  to 
differentiate  every  life  from  every  other 
life.  Because  of  these  inherent  differ- 
ences the  management  and  education 
of  each  child  should  be  adapted  to  its 
specific  requirements.  What  is  right 
and  best  for  one  may  have  no  applica- 


i8  Child  Culture. 

tion  to  another,  and  may  be  positively 
harmful  to  a  third. 

Even  in  the  same  family  it  is  seldom 
that  we  find  two  children  so  nearly 
alike  that  they  can  be  successfully  de^ 
veloped  and  governed  by  the  same 
methods.  Unfortunately  human  na- 
ture is  so  little  understood  that  the 
child  is  often  an  enigma  even  to  its 
parents.  Usually,  however,  if  parents 
will  make  a  careful  study  of  their  own 
peculiarities  and  watch  closely  the  man- 
ifest character  of  the  child  in  infancy, 
they  will  be  able  to  form  a  pretty  cor- 
rect idea  of  its  dominant  traits.  When 
once  the  disposition  is  understood  an 
effort  should  be  made  to  adapt  the 
training  to  its  requirements,  employing 
such  methods  as  are  calculated  to  pro- 
duce the  desired  results. 

The  Physical  Life. 

The  physical  life  of  the  child  is  most 
important;  not  only  as  the  basis  of 
health  and  strength,  but  as  essential  to 
the  intellectual  and  moral  nature.  Too 
much  care  cannot  be  exercised  in  the 
harmonious  development  of  the  body. 
If  a  child  is  weak  in  any  vital  function 
the  time  to  strengthen  the  weak  mem- 
ber is  during  its  growing  period.  Even 
hereditary  weakness  may  be  overcome 
and  a  vigorous  constitution  built  up  by 


Incidental  Observations.  19 

hygienic  living  and  proper  exercise  in 
early  life. 

Special  attention  should  be  given  to 
the  subject  of  dietetics.  Unwholesome 
food  and  the  habit  of  piecing  and  stuff- 
ing with  sweets  and  pastries  are  the 
chief  causes  of  infant  mortality. 

Most  children  have  the  digestive 
functions  so  impaired  by  improper  food 
and  feeding  as  to  prevent  them  from 
developing  physically  or  mentally  as 
they  should. 

Impaired  digestion  is  the  mother  of 
many  diseases.  Thousands  suffer 
through  life  from  nervousness,  limited 
vitality,  and  other  forms  of  ill-health, 
the  chief  cause  of  which  is  the  use  of 
unwholesome  food  or  over-eating  in 
early  life. 

Food  and  Character. 

The  quality  of  the  food  not  only  de- 
termines largely  the  strength  and  devel- 
opment of  the  physical  organization, 
but  materially  affects  the  mind  and 
character  of  the  child.  A  great  scien- 
tist has  said,  "Let  me  feed  the  criminal 
classes  of  any  country  for  a  hundred 
years  and  I  will  banish  crime." 

The  excessive  use  of  animal  food 
promotes  animality.  Herbiverous  birds 
and  beasts,  if  fed  on  meats  become  vi- 
cious and  cruel ;  while  carnivorous  birds 


20  Child  Culture. 

and  animals,  if  fed  exclusively  on  cere- 
als, fruits,  and  vegetables  for  a  few 
generations  lose  their  vicious  natures. 
The  same  law  applies  in  a  general  way 
to  man,  but  is  most  potential  in  a  child. 
The  child  of  a  vicious  or  cruel  nature 
should  not  be  allowed  any  meat  during 
its  growing  period;  while  those  of  a 
tame  disposition,  and  especially  the 
timid  and  diffident,  may  use  meat  once 
a  day  with  good  results.  No  doubt 
humanity  would  be  much  better  off 
morally  and  spiritually,  if  all  abstained 
from  the  use  of  meats. 

Source  of  Intemperance. 

The  appetite  for  strong  drink  is  of- 
ten the  result  of  the  use  of  condiments, 
pastry,  tea,  coffee  and  tobacco.  These 
things  do  not  feed,  but  stimulate.  They 
do  not  strengthen,  but  irritate.  They 
set  the  appetite  and  passions  on  fire, 
thereby  creating  a  demand  for  stronger 
stimulants.  The  liquor  traffic  draws 
much  of  its  support  from  Christian 
homes.  Thousands  of  children  have 
gone  down  the  stream  of  intemperance 
into  vice  and  crime  propelled  by  appe- 
tites perverted  by  unwholesome  food 
prepared  by  mother's  hand. 

No  amount  of  prohibitory  legislation 
will  check  the  tide  of  intemperance  so 


Incidental  0 hservations.  2 1 

long  as  the  masses  use  freely  of  condi- 
ments and  tobacco. 

In  directing  the  management  of 
many  vicious  children  I  have  found  it 
possible  greatly  to  modify  the  charac- 
ter by  simply  feeding  them  on  pure, 
wholesome  food,  and  having  them  ab- 
stain from  the  use  of  meats  and  condi- 
ments of  all  kinds.  So  sure  am  I  of 
the  good  effects  thus  attained  that  I 
recommend  this  course  to  all  who  have 
to  deal  with  a  fractious,  quick-tempered 
or  viciously  inclined  child. 

Medicating  Children. 

It  is  unwise  to  medicate  young  chil- 
dren, except  under  the  directions  of 
a  competent  physician,  and  even  then 
the  less  the  better.  Experienced  physi- 
cians seldom  drug  their  own  children. 
They  believe  in  practical  hygiene  and 
prevention  rather  than  cure,  and  it  were 
far  better  for  the  little  folks  if  all  par- 
ents followed  their  example. 

It  is  the  opinion  of  many  eminent 
medical  men  that  drugs  injure  more 
than  they  benefit;  that  they  kill  more 
than  they  cure.  True,  there  are  herbs, 
the  leaves  and  roots  of  which  are  for 
the  healing  of  the  nations,  but  the  em- 
ployment of  mineral  poisons  by  physi- 
cians and  the  immoderate  and  indis- 
criminate use  of  patent  medicines  by 


22  Child  Culture. 

the  laity  have  slain  thousands  and 
robbed  tens  of  thousands  of  health  and 
vitality. 

The  mortality  is  greatest  among  chil- 
dren that  are  constantly  drugged. 
Where  children  are  kept  healthy  by 
hygienic  living  there  is  little  cause  to 
fear  infantile  diseases. 

Cordials  and  soothing  syrups  do  not 
cure ;  they  alleviate  pain  by  temporarily 
deadening  the  sensory  nerves,  but  they 
seldom,  if  ever,  remove  the  cause,  and 
to  "kill  the  pain,"  without  removing 
the  cause,  is  like  choking  to  silence  the 
night  watchman,  who  has  disturbed  us 
by  his  shouts  of  "fire"  and  then  falling 
into  slumber  only  to  be  smothered  by 
the  flames. 

There  is  an  excellent  suggestion  in 
the  boy's  essay  on  "Pins"  which  closed 
with  this  statement :  "Pins  have  saved 
the  lives  of  lots  of  people  by  their  not 
swallowing  them."  The  observation 
of  this  youthful  philosopher  is  peculi- 
arly applicable  to  mineral  poisons  and 
patent  medicines — "they  have  saved  the 
lives  of  lots  of  people  by  their  not  swal- 
lowing them." 

Order  of  Development. 

The  child  develops  after  a  natural 
order.  It  begins  its  physical  existence 
as  a  single  cell.    Its  embryonic  growth 


Incidental  Observations.  23 

is  seemingly  an  abbreviated  history  of 
the  human  race.  During  this  brief 
period  it  traverses  the  whole  range  of 
evolution  from  a  rudimentary  form  of 
life  to  the  complex  organism  of  man. 
The  instinct  of  self-preservation  which 
finds  expression  in  appetite  is  the  first 
trait  of  character  manifest  in  the  infant 
life.  Soon  the  senses  begin  to  record 
the  impressions  made  by  stimuli  from 
the  environment  and  the  stream  of  con- 
sciousness is  established.  As  the  stream 
of  consciousness  widens  and  deepens, 
as  the  life  becomes  more  complex 
through  response  to  environment,  it 
changes  in  character;  so  that  the  dis- 
position and  mentality  of  the  mature 
man  are  often  unlike  those  manifest  in 
early  childhood. 

In  early  life  the  propensities  rule  the 
character.  If  these  are  wisely  directed 
the  instinct  of  self-perservation  finally 
develops  beyond  egoism  to  become  the 
basis  of  altruism;  the  love  of  self  ex- 
pands to  include  others. 

The  affections  of  the  child  naturally 
center  on  relatives  and  immediate 
friends,  but  if  kept  pure  and  the  filial 
love  is  fully  met  by  a  tender  parental 
attachment  the  love  for  the  earthly 
parent  will  expand  into  a  reverence  and 
love  for  the  Heavenly  Father. 


34  Child  Culture. 

The  early  ambitions  of  the  child 
spring  usually  from  propensities,  or 
elements  of  character  that  are  closely 
allied  to  the  physical  life;  hence  the 
boy  aspires  to  be  the  swiftest  runner, 
the  best  ball  player,  or  the  winner  in 
some  manly  art.  These  early  ambi- 
tions, if  properly  directed,  are  trans- 
formed as  the  character  unfolds  to 
higher  planes  of  activity,  and  the  child 
that  was  most  eager  to  win  in  the  foot 
race,  or  the  ball  game,  becomes  the 
man  most  anxious  to  excel  in  some 
worthy  profession. 

The  intellectual  faculties  do  not  all 
become  active  at  once,  but  develop  after 
a  fixed  order.  The  young  child  first 
perceives  and  by  frequent  perceptions 
establishes  memory.  Through  the  op- 
erations of  memory  and  the  perceptive 
faculties  it  gathers  and  holds  truth, 
about  which  it  finally  comes  to  think. 
As  it  continues  to  think  it  begins  to 
reason.  Finally  when  it  has  learned 
to  reason  about  known  phenomena  and 
the  things  it  has  perceived  and  remem- 
bered, it  begins  to  create  and  imagine 
that  which  it  has  not  perceived.  Thus 
the  intellect  unfolds  from  simple  per- 
ception to  the  genius  of  imagination 
or  creative  fancy. 


Incidental  Observations.  25 

The  Key  to  Character. 

From  this  brief  study  of  the  natural 
order  of  development  we  get  a  key  to 
the  child's  character.  We  also  see  the 
necessity  of  working  in  harmony  with 
nature.  We  cannot  produce  the  char- 
acter of  the  adult  in  a  child,  and  all  at- 
tempts to  do  so  are  harmful.  The  ani- 
mal instincts  so  manifest  in  the  char- 
acter of  the  boy  are  not  to  be  crushed 
out,  but  directed  into  legitimate  chan- 
nels and  harnessed  for  life's  work.  The 
irrepressible  energies  of  the  child,  so 
nerve-racking  to  the  parent  or  teacher, 
are  but  the  unregulated  dynamic  forces 
that  are  to  create  the  successful  busi- 
ness or  professional  man.  That  undue 
sensitiveness  or  childish  pride  which  is 
often  so  annoying  to  the  parent,  will, 
if  wisely  directed,  develop  into  nobility 
of  character  and  a  delicate  sense  of 
propriety. 

All  children  do  not  develop  alike. 
Some  mature  in  their  intellect  much 
faster  than  in  their  emotions ;  some  can 
be  led  into  a  religious  life  or  be  made 
a  law  unto  themselves  much  earlier 
than  others.  We  not  infrequently  find 
the  old  head  on  young  shoulders  and 
the  young  head  on  old  shoulders.  These 
differences  are  especially  noticeable  in 
the    emotional     nature.     The    public 


26  Child  Culture. 

schools  tend  to  develop  all  minds  along 
similar  lines  and  after  a  given  order, 
but  there  is  no  uniformity  in  the  influ- 
ences brought  to  bear  upon  the  emo- 
tions; hence  we  differ  more  in  charaq- 
ter  than  in  thought.  But  the  order  of 
development  as  here  outlined  is  suffi- 
ciently accurate  to  serve  as  a  guide  to 
parent  and  teacher. 

Traits  Peculiar  to  Age. 

In  the  application  of  the  laws  of 
suggestion  or  any  system  of  training 
to  the  individual  child,  its  age  and  de- 
velopment should  always  be  taken  into 
consideration.  What  is  perfectly 
proper  at  one  time  may  be  truly  harm- 
ful at  another.  What  is  exactly  the 
right  thing  for  one  child  at  a  given 
age  may,  because  of  difference  in  de- 
velopment, be  wholly  wrong  for  an- 
other. 

Again,  there  are  traits  of  character 
peculiar  to  stages  of  development 
which  should  be  understood.  The  pro- 
pensities developing  before  the  higher 
sentiments,  it  frequently  happens  that 
well  born  children  will  steal,  prevari- 
cate, etc.,  from  early  infancy  to  the 
adolescent  period,  at  which  time,  if 
there  is  a  normal  awakening  of  the 
moral  nature,  these  undesirable  traits 


Incidental  Observations.  27 

will  usually  disappear  without  any  spe- 
cial training. 

Moral  delinquencies  in  childhood, 
therefore,  are  no  sure  indications  that 
the  adult  life  will  be  marred  by  the 
same  traits.  From  this  I  do  not  mean 
that  defects  in  the  child's  character  are 
to  be  ignored,  nor  that  no  special  ef- 
fort should  be  made  to  correct  them, 
but  merely  that  there  are  undesirable 
traits  peculiar  to  childhood  which  are 
usually  outgrown  in  the  natural  order 
of  development. 


Part  II. 

PHYSIOLOGICAL  PSYCHOLOGY 

The  brain  is  the  basis  of  the  objec- 
tive mind  and  character.  The  func- 
tional power  and  activity  of  its  several 
parts  determine  the  stream  of  con- 
sciousness, the  strength  of  the  intellect 
and  the  tendency  of  the  emotions.  In 
recent  years  physiological  psychology 
has  demonstrated  certain  very  impor- 
tant facts  about  the  relation  of  nerve 
action  and  brain  centers  to  sensation 
and  mental  phenomena.  Some  of  these 
facts  are  as  follows: 

1.  All  sensation,  mentation,  con- 
scious thoughts,  feelings  and  emotions 
are  related  to,  and  dependent  on,  nerve 
action. 

2.  Stimuli  from  the  organs  of  sense 
passing  over  the  sensory  or  afferent 
nerves  to  the  brain  discharge  through 
the  efferent  or  motor  nerves  resulting 
in  thought,  feeling,  or  action. 

3.  The  repeated  discharge  of  a  given 
stimulus  through  the  nerves  establishes 
nerve  paths,  which  tend  to  regulate 
and  control  the  discharge  of  similar, 
subsequent  stimuli,  thereby  determin- 

28 


Physiological  Psychology.       29 

ing  their  effects  upon  mind  and  charac- 
ter. 

4.  All  acts,  thoughts,  feelings  and 
desires  that  are  persisted  in  or  oft  re- 
peated finally  establish  nerve  centers  in 
the  brain  and  paths  of  discharge 
through  the  brain  and  nerves  which 
become  the  physical  basis  of  subsequent 
thought  and  conduct. 

5.  When  co-ordinating  nerve  centers 
have  once  become  established  it  is  only 
necessary  to  stimulate  them  to  activity 
in  order  to  reproduce  in  a  measure  the 
same  acts,  thoughts,  feelings,  or  de- 
sires that  established  the  centers. 

6.  Brain  centers  and  nerve  paths  are 
built  up  mainly  during  the  early  part 
of  life  and  are  changed  or  modified 
with  great  difficulty  late  in  life. 

From  this  brief  statement  of  the 
fundamental  facts  of  physiological 
psychology  there  are  several  very  im- 
portant things  to  be  learned. 

(a.)  By  repeatedly  exciting,  or  call- 
ing into  action  any  given  thought,  feel- 
ing, or  desire,  we  may  build  a  physical 
basis  for  the  same  in  the  brain  and 
thereby  make  it  an  integral  part  of  the 
character.  This  fact  is  sublime  in  its 
possibilities.  It  makes  possible  the 
transformation  of  a  child's  natural  ten- 
dencies, the  upbuilding  of  weak  quali- 


30  Child  Culture. 

ties,  the  construction  of  a  strong  mind 
and  a  noble  character. 

(b.)  It  must  be  plain  to  all  that  too 
much  stress  cannot  be  laid  upon  the 
importance  of  having  the  early  school- 
ing and  home  influences  right.  The 
more  we  understand  the  workings  of 
nature  the  more  apparent  becomes  the 
responsibility  of  those  that  have  the 
direction  of  the  young  life.  Too  often 
the  parent  or  teacher,  unmindful  of 
this  truth  concerning  the  physical  basis 
of  mind,  permits  the  bad  habits,  the  sel- 
fishness, or  the  false  ambitions  of  the 
child  to  form  nerve  centers  in  the  brain 
which  are  to  rule  to  ruin  in  later  years. 

(c.)  It  is  an  easy  matter  during  the 
formative  period  of  a  brain  to  establish 
the  physical  basis  of  a  keen  intellect, 
pure  affections,  noble  aspirations,  a  firm 
will,  and  a  righteous  character,  thereby 
making  it  easy  for  the  soul  to  do  right 
during  the  remainder  of  its  physical 
embodiment.  But  it  is  equally  possible 
to  establish  the  physical  basis  of  an  im- 
moral character  and  thereby  make  it 
easy  for  the  soul  to  do  wrong  and  dif- 
ficult to  do  right  all  through  life. 

Wild  Oats. 
The  facts  of  physiological  psychol- 
ogy explain  why  the  thoughts  of  today 
become  the  dreams  of  tonight,  the  ac- 


Physiological  Psychology.      3^ 

tions  of  tomorrow,  and  the  character 
of  the  future. 

Right  willing,  right  desires  and  right 
thinking  in  youth  will  establish  the 
physical  basis  of  a  righteous  life. 

True,  this  physical  basis  does  not 
compel  one  to  do  right,  but  it  makes  it 
easy  and  natural  for  him  to  do  so.  A 
badly  built  brain  does  not  compel  the 
soul  that  inhabits  it  to  live  a  life  of 
vice,  or  crime,  but  it  inclines  it  to  do 
so  and  makes  it  difficult  to  do  other- 
wise. 

The  long  accepted  idea  that  every 
boy  must  sow  wild  oats  in  youth  in  or- 
der to  live  a  temperate  man  in  later 
years  has  no  foundation  in  truth.  No 
man  controls  his  appetites  easier  for 
having  indulged  them  in  youth,  but 
with  greater  difficulty.  The  bad  men 
that  have  reformed  and  became  exam- 
ples of  moral  purity  could  have  become 
equally  as  noble  with  far  less  effort 
had  they  never  gone  astray.  And  by 
putting  forth  the  same  effort  that  it 
has  taken  to  transform  the  life,  they 
might  have  been  much  nobler  than  they 
can  ever  hope  to  be  in  the  present  life, 
marred  by  the  effects  of  early  dissipa- 
tion. 

Religion — which  is  divine  life  incar- 
nate in  the  souls  of  men — may  com- 
pletely transform  the  most  disreputable 


32  Child  Culture. 

character,  but  this  in  no  way  contra- 
dicts the  facts  of  physiological  psychol- 
ogy, nor  does  it  offer  any  excuse  for 
doing  wrong. 

Who  shall  say  that  the  miserable  ex- 
amples of  Christian  character  presented 
by  many  of  the  professed  followers  of 
the  Christ  are  not  what  they  are, 
largely  through  wrong  willing,  impure 
desires,  and  unworthy  thoughts?  The 
sins  of  youth  leave  their  trace  on  heart 
and  brain  and  are  not  easily  eradicated. 

Every  youth  is  building  for  himself 
a  prison  cell  or  a  palace  wall.  The 
brain  he  builds  today  largely  deter- 
mines his  character  for  tomorrow. 
Every  beautiful  thought,  every  noble 
desire,  and  every  holy  impulse  takes 
form  in  the  physical  palace  of  the  soul. 
These  righteous  mentations  become  an- 
gelic spirits  which  abide  in  the  temple, 
to  give  counsel  to  the  intellect  in  its 
meditations  and  strength  to  the  con- 
science in  the  hour  of  temptation. 

Brain  Building. 

Every  time  we  excite  a  feeling,  fac- 
ulty, or  sentiment,  we  strengthen  the 
brain  center  through  which  it  is  mani- 
fested. Every  flash  of  temper,  every 
emotion,  thought,  or  desire  tends  to 
establish  a  nerve  path  which  is  deep- 


Physiological  Psychology.      33 

ened,  or  strengthened  by  every  repeti- 
tion. It  takes  time  and  frequent  repe- 
tition of  a  given  thought,  impulse,  pas- 
sion, or  sentiment  to  establish  strong 
brain  centers,  but  when  such  a  physical 
basis  once  becomes  fixed,  it  requires 
great  effort  and  training  to  rebuild  the 
brain  so  that  it  will  readily  express  the 
changed  conditions  of  the  mind. 

Brain  building  is  accomplished  in 
precisely  the  same  way  that  muscle 
building  is;  i.  e.,  by  normal,  systematic 
use.  To  increase  the  strength  of  any 
brain  center  so  that  the  element  of 
mind  that  it  manifests  shall  be 
stronger,  it  is  necessary  only  to  exer- 
cise this  element  habitually. 

Experience  proves  that  if  athletic 
training  is  to  be  of  any  special  value  to 
the  muscles,  three  things  are  necessary : 
( I )  the  exercise  must  be  adapted  to  a 
definite  purpose ;  (2)  it  must  not  be  vi- 
olent or  straining,  but  of  such  a  charac- 
ter as  will  call  the  muscles  into  normal, 
vigorous  use;  (3)  it  must  be  daily,  or 
at  least  regular,  and  must  cease  before 
exhaustion.  The  same  law  is  applica- 
ble to  mind  training  and  brain  building. 
To  strengthen  any  element  of  mind, 
or  trait  of  character  in  the  child,  the 
parent  or  teacher  should  decide  upon 
a  definite  purpose,  then  require  the 
child  to  exercise  the  faculties,  emotions, 


34  Child  Culture. 

or  sentiments  that  are  to  be  strength- 
ened. The  training  should  be  daily 
and  persistent,  but  never  carried  so  far 
as  to  become  distasteful  to  the  child. 

To  Restrain  Evil  Tendencies. 

In  character  building  and  in  the  gov- 
ernment of  children,  it  is  often  neces- 
sary to  restrain  natural,  or  acquired 
tendencies,  or  reduce  as  it  were  the 
functional  activity  which  gives  rise  to 
undesired  traits.  To  do  this,  all  that 
is  necessary  is  to  avoid  exciting,  or 
calling  into  action,  the  objectionable 
characteristic. 

Nature  is  a  wonderful  economist. 
Brain  paths  and  nerve  centers  which 
are  never  exercised  gradually  become 
weaker,  and  in  course  of  time  come  to 
have  but  little  influence  upon  the  char- 
acter.   To  illustrate : 

I  once  had  the  management  of  a  very 
stubborn  boy;  he  had  inherited  this 
trait  and  early  manifested  his  mulish- 
ness ;  if  vexed  he  would  stand  in  a  cor- 
ner and  pout  for  an  hour.  I  directed 
his  parents  to  govern  him  as  nearly  as 
possible  by  appealing  to  his  sense  of 
right,  his  affections,  and  his  intellect, 
and  to  refrain  from  antagonizing  him. 
The  other  children  were  instructed  to 
avoid  using  pronounced  expressions  of 


Physiological  Psychology.        35 

"I  will,"  "I  won't,"  "You  must,"  etc., 
and  in  all  ways  to  avoid  contention. 
The  stubborn  tendency  no  longer  ex- 
cited, and  the  other  elements  of  char^ 
acter  kept  constantly  active,  the  unde- 
sirable trait  soon  became  relatively 
weaker  and  in  a  few  years  was  not 
above  normal  in  its  influence. 

All  vicious  tendencies  may  be  over- 
come. If  a  child  has  a  violent  temper, 
an  abnormal  appetite,  a  perverted  pas- 
sion, a  pompous  pride,  or  a  tendency  to 
lie  or  steal,  even  though  these  are  in- 
herited traits,  if  they  are  not  called 
into  action  they  will  gradually  become 
weaker  and  their  influence  upon  the 
character  less  potential.  Then  by  vig- 
orously exercising  and  persistently 
training  those  qualities  of  mind  and 
heart  which  stand  in  opposition  to  the 
undesired  traits,  the  character  can  be 
completely  transformed. 


Part  III. 

CHARACTER  BUILDING  BY  SUG- 
GESTION. 

Character  building^  by  mental  sug- 
gestion has  just  begun  to  attract  the 
attention  of  parents,  teachers  and  re- 
formers. The  potency  of  a  suggestion 
in  the  healing  of  disease  is  admitted 
by  all  well  informed  persons;  few, 
however,  appreciate  its  value  as  a 
means  of  awakening  dormant  facul- 
ties, controlling  vicious  tendencies,  or 
strengthening  the  higher  sentiments. 

Mental  and  hypnotic  suggestion  will 
yet  materially  aid  in  the  solution  of  the 
problems  of  vice  and  crime.  I  predict 
that  within  a  quarter  of  a  century  we 
shall  have  public  hospitals  for  depend- 
ents and  delinquents  where  all  forms 
of  mental  and  moral  depravity  will  be 
successfully  treated.  Every  reforma- 
tory, refuge  home,  and  penitentiary 
should  have  its  specialist,  a  man  of  un- 
questionable integrity,  thoroughly 
skilled  in  the  art  of  suggestion,  whose 
vocation  it  should  be  to  treat  the  de- 
praved, and  in  so  far  as  possible  estab- 
lish within  them  a  normal  character 


Mental  Suggestion.  37 

by    strengthening   the    elements    that 
make  for  righteousness. 

It  is  not  the  purpose  of  this  chapter 
to  treat  hypnotism  or  the  laws  of  men- 
tal suggestion,  except  in  so  far  as  the 
latter  may  be  safely  used  by  the  laity 
in  controlling  themselves  or  their  chil- 
dren. The  hypnotic  suggestion  should 
rarely  be  employed  even  in  the  control 
of  the  morbid,  and  then  only  by  an  ex- 
pert. Mental  suggestion,  however — 
which  is  all  sufficient  for  the  regula- 
tion and  development  of  the  normal 
life — may  safely  be  employed  by  the 
novice,  and  if  wisely  used  by  the  par- 
ent and  teacher  makes  their  success  in 
the  education  and  government  of  the 
child  absolutely  certain. 

"Suggestion"  Defined. 

Generally  speaking,  anything  we 
sense — feel,  taste,  smell,  hear,  see — 
or  anything  we  perceive,  think,  desire, 
will,  or  imagine,  subjectively  or  objec- 
tively, becomes  a  suggestion.  But  the 
term  "suggestion"  as  used  by  psychol- 
ogists means  more  than  this.  It  means 
a  clear,  definite  perception,  thought  or 
mental  image  of  sufficient  force  to 
make  an  impression  upon  the  subjec- 
tive mind.  In  other  words,  mental  per- 
ceptions, thoughts  and  desires  become 
"suggestions"  in  a  technical  sense  only 


38  Child  Culture. 

when  lodged  in  the  subjective  mind  or 
inner  self.     To  illustrate: 

I  attend  church.  The  pastor 
preaches  from  the  text  "The  wages  of 
sin  is  death."  The  interior  of  the 
church,  the  people,  the  music,  the  text, 
and  the  sermon  are  each  perceived  and 
thereby  become  suggestions  of  greater 
or  less  influence.  When  the  text  is 
first  announced  it  makes  no  more  im- 
pression than  any  other  part  of  the 
service,  but  as  the  pastor  proceeds  to 
reiterate  and  emphasize  it  becomes 
more  and  more  potential,  until  finally 
a  deep,  abiding  impression  is  made. 
The  text  takes  hold  of  me,  so  to  speak. 
I  keep  thinking  it  over  and  over  again. 
"The  wages  of  sin  is  death."  "The 
wages  of  sin  is  death."  I  resolve  to  sin 
no  more.  As  I  go  about  m}i  business 
I  am  tempted  to  do  wrong.  Imme- 
diately the  text  appears  in  the  stream 
of  consciousness,  "The  wages  of  sin  is 
death."  Its  presence  causes  me  to  re- 
sist the  temptation.  It  has  become  a 
controlling  factor  in  my  character.  It 
is  now  what  psychologists  call  a  Sug- 
gestion. It  differs  from  the  sugges- 
tions made  by  the  other  parts  of  the 
service  in  this,  that  while  they  each 
held  a  temporary  place  in  the  stream 
of  consciousness  and  for  the  time  mod- 
ified my  thinking,  aspirations  and  de- 


Mental  Suggestion.  39 

sires,  this  has  a  more  abiding  and  po- 
tential influence.  All  were  sugges- 
tions, but  only  the  text  became  such  in 
a  technical  sense. 

Mental  suggestion,  then,  is  not 
something  radically  new  or  startling. 
It  is  merely  a  new  way  of  defining  and 
applying  a  law  of  mind  as  old  as  hu- 
manity. It  is  simply  a  method  of  mak- 
ing a  deep,  abiding  impression  upon 
the  inner  consciousness,  and  thereby 
modifying  mind  and  character. 

The  Duality  of  Mind. 

Man  has.  an  objective,  or  a  conscious 
mind,  and  a  subjective,  or  a  super-con- 
scious mind.  The  soul  functioning 
through  the  brain  produces  what  is 
called  the  Objective  Mind  or  stream  of 
consciousness,  the  strength  and  char- 
acter of  which  is  determined  by  the 
functional  power  of  the  brain.  The 
soul  functioning  independent  of  the 
brain  results  in  what  is  known  as  the 
Subjective  or  Super-conscious  Mind. 
This  subjective  mind  controls  all  in- 
voluntary actions;  it  is  the  power  be- 
hind the  throne ;  it  is  the  spring  source 
of  all  thoughts,  desires,  emotions,  im- 
pulses, sentiments  and  convictions  that 
come  from  within.  Therefore,  what- 
ever modifies  the  subjective  self,  modi- 
fies the  spring  source  of  mind  and  char- 


40  Child  Culture. 

acter.  A  suggestion  once  lodged  in 
the  subjective  mind  becomes  an  inte- 
gral part  of  the  soul. 

The  Law  of  Suggestion. 

It  is  a  law  of  mind  that  the  strongest 
suggestion  at  any  given  time  controls 
conduct.  When  halting  between  two 
opinions  the  more  potential  one  rules. 
It  is  a  law  of  soul  building  that  those 
suggestions  most  often  and  most  thor- 
oughly lodged  in  the  subjective  mind 
become  the  ruling  motives;  therefore 
to  overcome  any  weakness,  to 
strengthen  any  power  of  mind,  or  to 
establish  any  trait  of  character,  it  is 
only  necessary  to  lodge,  with  suffi- 
cient emphasis  in  the  subjective  mind 
such  suggestions  as  are  calculated  to 
produce  the  desired  results. 

Practical  experiments  have  demon- 
strated the  efficiency  of  a  suggestion. 
The  mind  of  the  dullard  may  be  grad- 
ually awakened,  vicious  and  cruel  ten- 
dencies can  be  overcome,  the  elements 
of  virtue,  purity,  honesty,  or  kindness 
may  be  so  established  in  the  subjec- 
tive mind  as  to  make  them  the  con- 
trolling factors  in  the  character. 

Some  lives  are  much  more  suscepti- 
ble and  responsive  to  the  influence  of 
a  suggestion  than  others,  but  all  can 
be  affected.  Some  can  be  changed  much 


Mental  Suggestion.  41 

more  rapidly  than  others;  but  patient, 
persistent  effort,  wisely  directed,  is 
sure  to  bring  results  in  all.  Sudden 
changes  are  not  to  be  expected;  they 
sometimes  occur  but  are  rarely  bene- 
ficial. Gradual  growth  alone  gives  per- 
manency to  character. 

The  processes  of  character  building 
by  suggestion  are  not  unlike  those  of 
muscle  and  brain  building.  Here  the 
three  essentials  are:  (i)  a  definite 
purpose  in  view,  or  a  clear  concept  of 
what  is  desired;  (2)  a  series  of  sug- 
gestions and  mental  images  adapted  to 
the  desired  end;  (3)  regular,  daily  ex- 
ercise, or  repetition  of  the  suggestions. 

A  suggestion  to  be  of  any  practical 
value  in  character  building  must  be 
deeply  impressed  upon  the  subjective 
mind  and  repeated  a  sufficient  number 
of  times  to  establish  a  physical  basis 
in  the  brain.  This  process  takes  some 
time  and  often  requires  persistent  ef- 
fort, but  it  is  the  only  way  to  make  the 
effects  of  a  suggestion  abiding.  The 
simple  repetition  of  a  suggestion,  par- 
rot-like, has  no  practical  value  what- 
ever. 

Mutual  Co-Operation. 

To  influence  the  child  by  suggestion 
the  parent  or  teacher  must  be  in  earn- 
est.    He  should  explain  to  the  child 


42  Child  Culture. 

what  he  desires  to  do  so  as  to  get  its 
complete  confidence  and  co-operation. 
The  child  should  be  made  to  feel  it 
has  the  love  and  sympathy  of  the  par- 
ent, and  that  the  two  are  going  to 
work  together  for  a  definite  purpose 
with  all  assurance  that  they  will  suc- 
ceed in  overcoming  the  weakness,  or  in 
establishing  the  desired  trait.  For  in- 
stance : 

In  a  California  town,  I  employed  a 
little  boy  to  assist  me  in  the  distribu- 
tion of  hand-bills.  I  soon  discovered 
that  he  was  a  kleptomaniac.  His  rep- 
utation for  stealing  was  so  well  estab- 
lished that  the  grocerymen  watched 
him  as  he  passed  their  fruit  stands,  and 
if  he  entered  a  store  somebody  kept  an 
eye  on  him.  His  mother  told  me  that 
she  had  driven  him  away  from  home 
at  the  age  of  eight  because  he  was  in- 
corrigible. 

I  got  close  to  the  boy's  heart,  took 
him  into  my  confidence,  acquainted  him 
with  my  plans,  and  invited  him  to  be 
my  partner  while  I  remained  in  the 
city.  I  assured  him  that  I  would  be 
strictly  honest  with  him  and  felt  that 
I  could  depend  on  him  being  honest 
with  me.  I  asked  him  if  he  ever  had 
any  temptation  to  steal.  He  confessed 
that  he  had.  Then  I  said  to  him  slowly 
and  impressively,  "You  and  I  can  over- 


Mental  Suggestion.  43 

come  that.  You  will  not  steal  from 
me,  nor  I  from  you;  neither  will  we 
steal  from  anyone  else.  From  this 
time  on  we  are  going  to  be  honest. 
You  are  an  honest  boy;  deep  down  in 
your  little  heart  you  want  to  do  right. 
I  know  you  will  do  right,  and  I  am 
going  to  depend  upon  you." 

Here  the  big  tears  filled  his  eyes,  and 
chased  down  his  dirty  face.  Putting 
my  arm  around  him,  I  said,  "Now  you 
will  be  honest,  won't  you?"  He  af- 
firmed that  he  would.  Then  I  repeated 
slowly,  "You  are  honest.  You  will  not 
steal.    You  will  not  deceive  me." 

I  had  him  affirm  several  times  each 
day  to  himself,  "I  am  honest ;  I  do  not 
steal."  I  called  him  "My  honest  little 
man."  I  kept  the  suggestion  that  he 
was  an  honest  boy  uppermost  in  his 
mind  all  the  time.  Within  forty-eight 
hours  I  sent  him  to  the  bank  to  get  a 
five-dollar  bill  changed.  His  mother 
had  told  me  that  he  could  not  be  trusted 
with  a  dime.  During  our  two  weeks 
together  he  never  disappointed  me,  and 
could  he  have  remained  with  me  I  am 
sure  that  he  would  have  completely 
outgrown  his  mania  for  stealing.  I 
have  frequently  employed  a  similar 
course  with  children  given  to  decep- 
tion, profanity,  or  other  vices,  and 
rarely  have  I  failed  to  get  good  results. 


44  Child  Culture. 

Prefixing  the  Character. 

The  proper  time  to  correct  a  child's 
disposition  and  lodge  suggestions  cal- 
culated to  strengthen  its  character,  is 
when  it  is  good  natured  and  removed 
from  temptation. 

Even  in  adult  life,  if  one  waits  until 
the  hour  of  trial  before  deciding  or  ex- 
ercising his  will,  he  is  in  great  danger 
of  doing  wrong.  Whereas  by  decid- 
ing, while  in  the  normal  state  when  re- 
moved from  temptation,  what  one  will 
or  will  not  do,  and  earnestly  and  re- 
peatedly impressing  these  decisions  on 
the  subjective  mind,  it  is  possible  to  so 
prefix  the  character  as  to  predetermine 
conduct. 

To  illustrate :  A  child  has  a  violent 
temper.  This  abnormal  expression  of 
force,  whether  hereditary  or  acquired, 
has  its  physical  center  in  the  brain, 
which  when  stimulated  results  in  an 
expression  of  anger.  Now,  what  is 
wanted  is  to  build  into  the  soul,  while 
it  is  normal  and  undisturbed,  a  sugges- 
tion that  will  oppose  the  stimuli  that 
come  from  these  abnormal  brain  cen- 
ters. A  simple  suggestion  calculated 
to  accomplish  this  end  is:  *T  am  al- 
ways good  natured.  I  do  not — I  will 
not  get  angry.  I  have  perfect  self- 
control." 

By  having  the  child  repeat  such  af- 


Mental  Suggestion.  45 

firmations  over  and  over,  and  by  the 
parent  or  teacher  earnestly  affirming 
them  to  the  child  so  as  to  make  a  deep, 
abiding  impression,  gradually  but 
surely  they  will  become  established  fac- 
tors in  its  character.  It  is  not  to  be 
presumed  that  they  will  become  the 
controlling  factors  at  once,  nor  that  it 
is  possible  to  influence  every  child  so 
that  it  will  never  get  angry;  but  by 
patient,  persistent  training  these  sug- 
gestions will  become  sufficiently  poten- 
tial to  control  the  temper  under  ordi- 
nary circumstances,  and  restrict  it 
from  violence  even  under  the  most  ag- 
gravating conditions. 

Secret  of  Self-Control. 

The  secret  of  self-control  is  found 
in  this  same  law  of  prefixing  the  char- 
acter. No  decision  in  life,  no  act,  nor 
conduct  is  ever  the  result  of  accident; 
the  dominant  suggestion  rules.  There- 
fore, by  placing  the  preponderance  of 
suggestion  on  the  side  of  righteous- 
ness, the  correct  choice  and  conduct  are 
assured.    For  instance : 

I  am  conscious  of  a  weakness.  I 
have  an  uncontrollable  appetite  or  pas- 
sion, or  I  am  deficient  in  some  noble 
virtue.  I  wish  to  transform  my  char- 
acter. I  proceed  thus:  (i)  I  decide 
definitely  on  what  I  am  going  to  be  or 


46  Child  Culture. 

do;  (2)  I  put  this  decision  into  a  defi- 
nite affirmation;  (3)  I  earnestly,  pray- 
erfully and  impressively  repeat  this  af- 
firmation several  times  each  day,  lodg- 
ing it  as  deeply  in  my  subjective  con- 
sciousness as  possible,  and  striving 
with  all  my  might  to  realize  that  this 
thing  which  I  have  affirmed  is  now 
true.  I  put  ten  pounds  of  suggestion, 
so  to  speak,  on  the  side  of  right  today 
and  ten  pounds  tomorrow  and  so  on 
until  I  have  a  hundred  pounds  of  auto- 
suggestion on  the  right  side.  Now 
comes  the  tempter.  He  lands  his  twen- 
ty-five pounds  of  evil  suggestion  on  the 
left  side  and  twenty-five  more,  and 
twenty-five  more;  but  I  still  remain 
firm,  leaning  to  the  right  because  I 
have  lodged  a  hundred  pounds  of  right 
suggestion  on  the  right  side.  I  have 
so  established  my  soul  in  righteousness 
by  auto-suggestion  that  he  is  powerless 
to  control  me. 

By  repeated  and  constant  drill  the 
child  is  able  to  pass  an  examination  in 
his  studies;  and  so  by  repeated  and 
constant  drill  of  the  moral  sentiments, 
it  will  be  able  to  pass  an  examination 
in  conscience  and  character;  able  to 
resist  temptations  from  within  and 
without,  having  so  established  the  ele- 
ments that  should  rule  in  head  and 
heart  as  to  have  perfect  self-control. 


Mental  Suggestion.  47 

A  Practical  Experiment. 

Too  much  emphasis  cannot  be  placed 
on  the  importance  of  prefixing  the 
character  of  the  child  while  it  is  out 
of  temptation.  I  consider  this  the 
greatest  secret  of  self-control;  the  one 
supreme  force  whereby  the  character 
of  the  child  is  most  effectually  moulded. 
This  law  fully  comprehended  and  tact- 
fully and  faithfully  applied  means  suc- 
cess in  the  government  of  children.  To 
further  illustrate: 

While  lecturing  at  a  Western  Chau- 
tauqua I  presented  this  proposition  to 
an  audience  and  on  the  following  day 
was  invited  to  dine  at  the  home  of  one 
of  the  leading  citizens.  At  dinner 
when  dessert  was  served,  which  con- 
sisted of  ice  cream  and  cake,  I  noticed 
their  little  boy — a  nervous,  precocious 
lad  of  four  years — accepted  without 
complaint  some  milk  and  crackers  and 
ate  it  cheerfully,  while  the  rest  of  us 
partook  of  the  cream  and  cake.  After 
dinner  I  congratulated  the  mother 
upon  the  good  behavior  of  the  boy, 
when,  to  my  surprise,  she  said : 

"This  is  very  unusual  and  his  papa 
and  I  are  delighted.  He  is  an  only 
child  and  being  of  a  nervous  tempera- 
ment we  have  allowed  him  to  have  his 
way  too  much.  Yesterday  I  attended 
your  lecture  and  noted  what  you  said 


48  Child  Culture. 

about  prefixing  the  decision  in  the  ab- 
sence of  temptation.  This  morning 
when  it  was  decided  that  we  should 
have  cream  for  dessert,  I  thought  it  a 
good  opportunity  to  test  the  method. 
The  boy  is  very  fond  of  ice  cream  but 
it  does  not  agree  with  him.  This  morn- 
ing after  breakfast  when  I  was  sure 
that  he  was  not  the  least  bit  hungry, 
I  took  him  in  my  arms  and  told  him 
that  we  were  to  have  cream  for  dinner. 
I  reminded  him  of  how  it  always  made 
him  sick  and  therefore  I  must  get  him 
something  else  for  dessert.  We  talked 
over  what  he  would  like  to  have  and 
finally  we  decided  that  he  should  have 
some  nice  rich  milk  and  crackers  for 
his  dessert,  then  he  would  feel  well  and 
be  happy  all  afternoon.  He  was  de- 
lighted with  the  prospect.  Several 
times  during  the  morning  I  called  his 
attention  to  the  good  dinner  he  was  to 
have  and  to  the  fact  that  he  was  not 
going  to  eat  any  ice  cream  and  be  sick. 
At  dinner,  he  did  exactly  as  we  had 
planned.  Now,  I  have  had  more  trou- 
ble to  govern  him  in  regard  to  what 
he  should  eat  than  about  anything  else ; 
and  I  tell  you  frankly,  if  his  will  had 
not  been  prefixed,  he  would  have  had 
his  portion  of  the  cream  or  made  it 
very  uncomfortable  for  all  of  us," 


Mental  Suggestion.  49 

Lodging  a  Suggestion. 

To  lodge  a  suggestion  successfully, 
three  things  are  essential:  (i)  a 
clear,  definite  concept,  or  well  defined 
thought  on  the  part  of  the  suggester; 
(2)  a  passive,  receptive  mood,  on  the 
part  of  the  one  receiving  the  sugges- 
tion; (3)  a  perfect  understanding  and 
mutual  sympathy  between  the  srgges- 
ter  and  the  recipient. 

The  first  of  these  three  conditions  is 
the  most  essential  and  by  far  the  most 
difficult  to  attain.  Comparatively  few 
persons  can  hold  a  well  defined  thought 
in  the  mind  or  express  it  with  sufficient 
emphasis  and  firmness  to  make  it  a 
Suggestion  in  a  technical  sense.  The 
power  to  do  this,  however,  can  be  and 
should  be  cultivated  by  all.  Practice 
makes  perfect.  By  patient,  persistent 
effort  almost  anyone  can  learn  to  lodge 
a  suggestion. 

To  apply  the  foregoing  proposition 
the  parent  and  teacher  must  exercise 
self-control,  judgment  and  tact.  They 
should  never  attempt  to  lodge  a  sugges- 
tion or  control  a  life  when  in  a  fit  of 
anger  or  when  worried  to  such  a  degree 
that  they  have  not  perfect  self-control, 
nor  should  they  attempt  it  when  the 
child  is  angry,  or  when  there  is  bitter 
opposition.  Two  positives  never  unite. 
Even  the  hypnotist  cannot  control  an 


50  Child  Culture. 

opposing  will;  and  all  scolding,  fault- 
finding, or  preaching  to  a  child  when  it 
is  in  a  rebellious  mood,  is  not  only  a 
waste  of  words  but  is  positively  harm- 
ful. 

To  control  a  heart  we  must  first  get 
inside  of  it.  To  successfully  lodge  a 
suggestion  we  must  establish  a  recep- 
tive mood.  To  do  this  we  should  seek 
to  overcome  all  opposition  with  kind- 
ness, melt  the  frozen  will  with  the 
warmth  of  love;  then  when  the  recep- 
tive mood  has  been  established,  kindly 
but  firmly  impress  the  desired  sugges- 
tions upon  the  mind  and  conscience. 

A  Willful  Child. 

A  mother  once  brought  me  her  little 
seven-year-old  boy,  saying  he  was  so 
willful  and  stubborn  she  could  do  noth- 
ing with  him.  She  said  she  had  scolded 
and  whipped  and  tried  to  buy  him,  but 
all  to  no  avail,  he  would  have  his  own 
way. 

"When  do  you  whip  him?"  I  asked. 

"Why,  whenever  he  does  wrong. 
When  should  I  whip  him?" 

"Never  when  he  is  angry,  or  when 
you  are  vexed.  If  you  must  whip, 
postpone  the  matter  until  the  following 
day;  then  talk  to  him  kindly,  explain 
to  him  that  you  do  not  whip  him  fqr 
revenge,  but  to  help  him  to  do  right. 


Mental  Suggestion.  51 

But  whipping  is  seldom  beneficial  and 
should  never  be  resorted  to  except  in 
extreme  cases. 

"I  suggest  that  instead  of  punishing 
him  you  give  him  a  few  moments  of 
your  time  every  morning.  Approach 
him  in  a  happy,  loving,  communicative 
way  so  as  to  awaken  his  affections  and 
make  him  receptive,  then  talk  with  him 
lovingly  about  how  many  things  you 
have  had  to  give  up  in  life  just  to  make 
others  happy  and  how  it  proved  best 
for  you.  How  happy  you  have  become 
in  doing  what  seemed  right  and  best 
for  the  happiness  of  all !  Then  tell  him 
you  have  noticed  that  sometimes  he  is 
inclined  to  insist  on  having  his  own 
way.  That  you  feel  sure  he  will  out- 
grow this  and  that  he  will  be  much 
happier  and  get  along  much  easier  as 
he  learns  to  do  what  pleases  others. 

"Magnify  the  virtue  of  conforma- 
tiveness.  Mention  the  many  times  he 
has  done  right  and  how  happy  it  has 
made  you.  Do  not  mention  the  times 
he  has  done  wrong,  for  this  will  cre- 
ate opposition  and  do  no  good.  Let 
him  feel  that  he  has  your  utmost  con- 
fidence and  sympathy  in  his  efforts  to 
do  right;  and  even  that  when  he  has 
done  wrong  you  are  more  than  willing 
to  forgive  him,  if  it  will  help  him  to 
overcome  temptation. 


52  Child  Culture. 

"Finally,  say  to  him,  in  substance, 
'Now,  today  we  are  going  to  try  to 
make  each  other  happy.  I  am  going  to 
do  what  I  can  to  add  to  your  pleasure 
and  I  know  you  will  try  to  do  what  will 
make  me  happy.'  Get  him  to  acquiesce 
if  possible,  and  then  during  the  day  re- 
peatedly affirm  how  nicely  the  two  of 
you  are  getting  along  together. 

"If  he  errs,  forgive  him;  tell  him 
that  you  realize  he  was  tempted,  but 
you  love  him  and  know  he  will  be  able 
to  overcome  all  temptations  after  a 
while.  Notice  every  little  sacrifice  he 
makes  and  encourage  him  in  it.  Avoid 
all  opposition  as  far  as  possible  that 
his  stubbornness  may  not  be  excited. 
Appeal  to  his  kindness,  his  love,  and 
his  conscience,  magnifying  these  all 
you  can ;  and  gradually,  but  surely,  you 
will  develop  the  nobler  virtues  to  a 
point  where  they  will  become  the  rul- 
ing powers  in  his  life." 

The  mother  adopted  the  plan  sug- 
gested and  in  a  few  weeks  a  marked 
change  was  observable.  At  the  age  of 
ten  the  lad  had  comparatively  out- 
grown his  willfulness  and  was  more 
amiable  and  conformative  than  the  av- 
erage boy  of  his  years.  I  have  recom- 
mended this  plan  in  many  similar  cases 
with  good  results.  I  have  never  known 
it  to  fail  completely  where  a  parent 


Mental  Suggestion.  53 

has  been  faithful  and  used  judgment 
and  tact  in  getting  the  confidence  and 
co-operation  of  the  child. 

The  plan  suggested  in  the  foregoing 
case  is  applicable,  with  proper  varia- 
tions, in  overcoming  any  and  all  unde- 
sirable traits.  The  violent  temper,  the 
tendency  to  prevaricate,  to  steal,  the 
habit  of  swearing,  of  neglecting  duty, 
carelessness,  etc.,  may  all  be  controlled 
and  eradicated  by  this  method.  The 
aim  in  every  case  should  be:  (i)  to 
restrict  the  undesirable  trait;  (2)  to 
develop  and  magnify  the  elements  of 
kindness,  gentleness,  reverence,  con- 
science and  goodness  so  as  to  make 
them  the  controlling  factors  in  the 
character. 

Resist  Not  Evil. 

The  law  is,  "Resist  not  evil,"  for  in 
resisting  it  we  aggravate  it,  "but  over- 
come evil  with  good."  When  in  dark- 
ness, fight  it  not,  but  strike  a  light. 
When  in  vice  excite  it  not,  but  awaken 
a  positive  virtue.  If  a  child  has  a  fault 
ignore  the  fact  as  much  as  possible,  and 
develop  its  better  nature.  Encourage 
the  virtue  and  the  vice  will  disappear. 

This  law  is  universal  in  its  applica- 
tion. The  world  has  yet  to  learn  its 
significance.    Had  the  Church  accepted 


54  Child  Culture. 

this  sublime  lesson  as  taught  by  the 
Christ,  vice  and  crime  would  long  since 
have  disappeared  from  the  earth.  When 
parents  and  teachers  come  fully  to  ap- 
preciate this  law  and  magnify  virtue, 
honor,  and  character  in  the  child, — ig- 
noring its  evil  tendencies, — then,  and 
only  then,  will  it  be  possible  to  develop 
every  child  into  noble  manhood  or 
womanhood. 

Positive  virtue  makes  vice  impossi- 
ble. Aggressive  goodness  leaves  no 
room  for  evil.  Pronounced  righteous- 
ness once  developed  in  a  child,  the  prob- 
lem of  its  government  is  solved. 


Part  IV. 

MISCELLANEOUS   SUGGES- 
TIONS. 

In  the  preceding  pages  we  have  no- 
ticed briefly  some  of  the  more  essential 
laws  of  brain  building  and  soul  growth 
by  suggestion.  In  the  succeeding  pages 
we  purpose  to  indicate  methods  for  the 
application  of  these  laws  in  the  devel- 
opment of  the  child,  and  point  out 
some  errors  commonly  made  by  those 
unacquainted  with  the  principles  of 
psychology  and  the  laws  of  sugges- 
tions. 

First  Essentials. 

Self-control  on  the  part  of  the  parent 
or  teacher  is  the  first  essential  in  the 
application  of  the  principles  of  psychol- 
ogy to  child  culture.  Only  those  who 
have  learned  to  obey  and  who  have 
mastered  self  are  qualified  to  rule.  Par- 
ents and  teachers  who  are  subjects  of  a 
fitful  temper,  an  egotistical  vanity,  a 
domineering  spirit,  or  are  wanting  in 
stability,  or  good  common  sense  are 
not  qualified  to  govern  a  child  and 
must  overcome  these  conditions  if  they 
are  to  be  successful. 

55 


56  Child  Culture. 

Partiality. 

Few  persons  can  be  wholly  impar- 
tial. We  all  have  our  likes  and  dislikes 
so  that  despite  our  most  earnest  efforts 
to  treat  all  fairly,  we  are  prone  to  fa- 
vor some  more  than  others.  This  na- 
tural tendency  should  be  guarded 
against  as  much  as  possible.  For  the 
parent  or  teacher  to  manifest  an  indif- 
ference or  dislike  for  one  child  and  a 
tender  regard  and  interest  for  another, 
when  his  duty  is  the  same  to  both,  is  an 
inexcusable  outrage  against  justice  and 
judgment.  Many  children  become  dis- 
couraged and  fail  in  their  studies  be- 
cause of  partiality  in  the  school  room; 
while  in  the  home  thousands  become 
rebellious,  careless,  or  indifferent,  or 
lapse  into  vice  or  crime,  because  par- 
ents are  manifestly  partial  to  other 
members  of  the  family.  Justice 
knows  no  law  hut  equity,  and  if  our 
feelings  incline  us  to  favor  one  more 
than  another,  then  feeling  should  be 
set  aside  and  judgment  and  conscience 
enthroned. 

Silent  Forces. 

Silent  forces  rule  the  world.  It  is 
not  what  we  say  so  much  as  what  we 
are  that  determines  our  influence  upon 
others.  A  calm,  self-possessed  spirit  is 
more  potential  in  the  government  of 


Miscellaneous  Suggestions.        57 

children   than    many    words    without 
composure. 

Thought  transference  is  a  fact.  By 
this  I  do  not  mean  that  one  person  can 
read  another's  mind.  I  do  mean  that 
the  conditions  of  one  mind  are  trans- 
mitted to  another.  The  law-abiding 
citizen  is  often  carried  by  the  mob  spirit 
into  deeds  of  violence.  In  time  pi 
panic  the  calm  and  self-possessed  are 
frequently  seized  by  the  impulse  of  ter- 
ror and  do  the  most  irrational  things. 
Under  this  law  the  parent  or  teacher 
who  is  always  calm,  self-possessed, 
just,  loving,  kind,  and  sunny  may  cre- 
ate like  conditions  in  the  child  to  such  a 
degree  that  they  become  controlling 
suggestions. 

Too  much  emphasis  cannot  be  placed 
on  the  influence  of  silent  suggestion. 
Many  a  dissipated  or  dishonest  father, 
by  his  silent  influence,  lodges  sugges- 
tions which  lead  his  children  into  vice 
or  crime.  Knowing  the  ways  of  the 
world,  he  is  doubly  anxious  that  his 
children  shall  live  upright  lives,  hence 
he  teaches  them  the  ways  of  truth  and 
righteousness ;  but  what  he  lives  is  more 
potential  than  what  he  says.  The  vir- 
tue of  his  words  is  overcome  by  the 
vice  of  his  soul ;  hence  his  children  be- 
come not  his  ideal,  but  the  duplicate  of 
himself.     This  thought   applies   with 


58  Child  Culture. 

equal  force  to  all  conditions,  good  and 
evil.  By  always  living,  feeling,  and 
desiring  the  noble  and  the  true,  parents 
may  silently  create  these  conditions  in 
their  children. 

Morning  AfHrmations. 

Before  beginning  the  day  parents 
and  children  should  have  a  few  min- 
utes for  consultation.  They  should 
each  affirm  (the  parents  taking  the 
lead),  "This  day  I  will  be  good.  I 
will  be  honest.  I  will  be  kind  and  true. 
I  will  try  to  make  others  happy."  These 
and  other  affirmations  calculated  to 
meet  any  specific  condition,  should  be 
earnestly  repeated  and  lovingly  sealed 
in  the  head  and  heart.  If  these  sugges- 
tions are  deeply  impressed  on  a  child's 
mind  at  the  beginning  of  every  day, 
they  will  become  controlling  factors  in 
his  character.  If  parents  are  true  to 
the  morning  vows,  they  will  be  able  to 
lead  the  children  aright. 

Prevention  is  better  than  cure.  By 
prefixing  the  will  of  a  child  in  the 
morning  and  establishing  a  high  ideal 
for  the  day,  many  mistakes  may  be 
averted  and  many  a  jar  prevented.  The 
intellect  requires  much  drill  to  make  it 
proficient,  but  not  more  than  does  the 
will,  the  emotions,  or  the  sentiments. 


Miscellaneous  Suggestions.        59 
Evening  Conference. 

After  the  day  is  done  parents  and 
children  should  hold  a  brief  conference, 
at  which  time  the  children  should  be 
substantially  encouraged  for  their  good 
behavior,  acts  of  kindness,  etc.  If  mis- 
takes have  been  made  they  should  be 
frankly  confessed,  the  parents  taking 
the  lead,  acknowledging  their  every 
shortcoming  and  asking  the  other 
members  of  the  family  to  forgive  them. 
By  this  means  the  faults  of  the  children 
can  be  discerned  and  corrected;  more- 
over, this  practice  will  be  found  to  be 
highly  beneficial  to  all,  not  only  as  a 
means  of  eradicating  faults  but  of  de- 
veloping the  higher  virtues.  It  will 
also  establish  a  strong  bond  of  sym- 
pathy and  cultivate  a  frank,  communi- 
cative spirit  that  will  be  of  priceless 
value  in  directing  the  children  in  later 
years. 

The  evening  conference  should 
never  be  made  the  time  for  sharp,  ad- 
verse criticism.  If  a  child  is  scolded 
when  it  confesses  its  wrong,  it  will 
soon  stop  making  a  full  confession,  or 
in  self-protection  tell  what  is  untrue. 
Confessed  errors  should  be  forgiven 
freely  and  then  never  referred  to  again. 
Instead  of  discussing  a  child's  short-, 
comings,  the  parent  should  kindly  im- 


6o  Child  Culture. 

press  such  suggestions  upon  its  mind 
as  will  tend  to  prevent  further  mis- 
takes. 

The  true  ideal  in  child  culture  is  not 
to  punish  for  past  errors,  but  to  correct 
and  strengthen  the  inner  life,  that  it 
may  do  right  in  the  future. 

If  these  morning  affirmations  and 
evening  conferences  are  combined  with 
simple  worship,  in  which  all  take  part, 
they  are  doubly  beneficial.  Whatever 
may  be  one's  religious  convictions,  all 
must  agree  that  regular  family  prayer, 
and  established  daily  reading  of  the 
Scriptures,  are  of  supreme  importance 
in  the  development  of  a  noble  charac- 
ter. Unfortunate  indeed  is  the  child 
that  has  to  grow  up  without  such  in- 
fluences. 

Pity  children  compelled  to  say,  ' 

"We  never  heard  our  parents  pray." 

Should  they  from  the  paths  of  virtue  stray, 
'Twould  be  awful,  awful,  awful. 

Develop  from  Within. 

Every  child  should  be  governed  as 
largely  as  possible  from  within.  The 
infant  must  often  be  controlled  by  ex- 
ternal methods,  but  such  methods 
should  not  be  employed  longer  than  are 
necessary.  Just  as  soon  as  the  little 
one  can  understand  a  gesture  or  a 


Miscellaneous  Suggestions.        6i 

word,  there  should  be  persistent  eflfort 
to  impress  the  laws  of  right  and  wrong 
upon  its  mind  and  heart.  The  earlier 
it  can  be  made  a  law  unto  self  the  bet- 
ter. 

Conduct  should  spring  not  from  fear 
nor  the  authority  of  another,  but  from 
noble  impulses  and  a  knowledge  of 
what  is  right  and  wrong.  No  amount 
of  external  control  can  produce  a 
strong,  noble  character.  The  inner  life 
must  be  built  up.  As  the  mind  devel- 
ops, the  seat  of  government  should  be 
transferred  from  the  parent  to  the 
child,  otherwise  the  child  goes  into  the 
world  a  prey  to  its  own  appetites  and 
an  easy  subject  to  the  will  of  others. 

Many  parents  make  the  fatal  mistake 
of  governing  children  too  much.  By 
the  continual  exercise  of  authority  over 
them  they  prevent  the  development  of 
individuality  and  the  sense  of  freedom 
and  personal  responsibility,  all  of  which 
are  essential  to  its  welfare.  They  as- 
sume that  when  the  child  has  been 
taught  to  obey  them  perfectly,  they 
have  made  a  success  of  family  govern- 
ment. Not  so.  If  obedience  is  the  re- 
sult of  an  undeveloped  individuality,  a 
crushed  will,  or  a  suppressed  con- 
science, their  assumed  success  is  a  tre- 
mendous failure. 


62  Child  Culture. 

A  Law  Unto  Self. 

The  true  ideal  is  so  to  develop  the 
child  as  to  make  it  a  law  unto  self; 

to  do  this  several  things  are  essential, 
the  more  important  of  which  we  will 
notice. 

(i)  The  child  ought  to  be  thor- 
oughly instructed  in  what  is  right  and 
wrong,  that  it  may  be  able  to  make 
an  intelligent  choice.  A  fundamental 
statement  of  the  law  of  right  and 
wrong  may  be  made  thus : 

Any  act,  thought,  or  desire  that  is 
truly  beneficial  to  self  or  others  is  right. 
Any  act,  thought,  or  desire  that  injures 
self  or  others  is  zvrong. 

This  proposition  to  be  of  any  prac- 
tical value  to  the  child  must  be  simpli- 
fied and  specialized.  Thus:  it  should 
be  taught  that  it  is  right  to  be  busy; 
to  control  its  appetites ;  to  be  frank  and 
communicative;  to  be  energetic;  to  be 
ambitious  to  excel ;  to  do  well  whatever 
it  does;  to  respect  self;  to  be  cautious 
and  discreet;  to  notice  closely;  to  give 
undivided  attention  to  what  it  is  do- 
ing; to  think  pure  thoughts;  to  be 
happy  and  make  others  happy;  to  be 
truthful  and  honest  in  all  ways;  to  be 
polite  and  courteous;  to  be  kind  and 
sympathetic ;  to  be  hopeful  and  sunny ; 
to  be  gentle  and  patient ;  to  be  respect- 


Miscellaneous  Suggestions.        63 

ful  and  obedient  to  superiors;  to  be 
thoughtful  and  considerate  of  the  in- 
terests and  wishes  of  others ;  to  be  fair 
with  all;  to  protect  the  weak  and  to 
help  the  unfortunate ;  to  love  every  one 
in  general,  and  parents,  relatives,  and 
friends  in  particular;  to  forgive  the 
faults  of  others;  to  return  good  for 
evil  and  to  do  unto  others  as  it  would 
be  done  by;  to  be  charitable  in  all 
things;  to  reverence  God  and  strive 
continually  to  do  His  will. 

The  child  should  be  taught  that  it  is 
wrong  to  abuse  its  body  in  any  way; 
to  partake  of  unwholesome  food;  to 
eat  too  much;  to  overdo  or  be  intem- 
perate; to  get  angry;  to  be  jealous, 
hateful,  selfish,  stingy,  cruel,  spiteful, 
deceitful,  envious,  haughty,  overbear- 
ing, gloomy,  indolent,  careless,  or  pro- 
fane; to  injure  another;  to  neglect 
duty ;  to  think,  desire,  say,  do,  or  leave 
undone  that  which  in  any  wav  injures 
self  or  others. 

When  the  child  has  been  fully  in- 
structed in  what  is  right  and  wrong, 
it  is  prepared  to  choose  aright,  which 
is  the  first  essential  in  self-government. 

(2)  The  conscience  must  be  so  built 
up  and  strengthened  as  to  make  it  a 
ruling  motive.  Conscience  does  not 
decide  what  is  right  or  wrong;  this 
is  the  work   of  the  intellect.     Con- 


64  Child  Culture. 

science  is  that  divine  instinct  in  man 
which  impels  him  to  do  what  he  be- 
lieves or  knows  to  be  right  and  chast- 
ens him  when  he  does  what  he  knows 
to  be  wrong. 

To  strengthen  conscience  in  the  child 
the  virtue  of  doing  riglit  should  be 
magnified.  It  should  be  taught  that 
only  by  obeying  this  inner  monitor  is 
permanent  happiness  possible.  It  should 
know  that  every  time  it  does  right  it 
not  only  pleases  God  and  its  parents, 
but  is  developing  its  soul  into  a  beau- 
tiful character;  that  every  righteous 
thought  and  act  is  a  seed  of  joy  which 
is  destined  to  have  its  fruition  in  a  suc- 
cessful, happy  life.  With  most  natures 
it  is  well  also  to  emphasize  the  awful- 
ness  of  doing  wrong,  the  inevitable 
penalty  of  sin,  and  the  misery  and  un- 
happiness  that  is  sure  to  result  from 
disobedience. 

The  conscience  may  be  further 
strengthened  by  repeated  affirmations 
which  are  the  natural  expressions  of 
this  sentiment,  such  as:  "I  will  do 
right.  I  will  be  good.  I  am  honest. 
I  will  be  happy.  I  will  strive  in  all 
ways  to  make  others  happy.  I  will  not 
do  wrong."  When  the  conscience  of  a 
child  has  been  thoroughly  awakened 
and  duly  strengthened,  to  do  right  be- 
comes its  uppermost  desire.     This  dc- 


Miscellaneous  Suggestions.        65 

sire  is  the  second  great  essential  in  self- 
government. 

(3)  The  will  should  be  made  strong 
and  independent.  Now  the  will  is  not 
a  unit  or  primary  element  of  mind, 
as  the  old  psychologists  taught,  but  a 
power  resulting  from  the  co-operation 
of  many  primary  impulses,  faculties 
and  sentiments;  nevertheless,  we  may 
treat  it  here  as  a  unit,  since  this  will 
serve  our  purpose  better  than  to  dis- 
sect it  into  its  several  component  parts. 

To  strengthen  the  will,  a  child  should 
be  taught  that  it  has  the  power  within 
itself  to  control  every  appetite  or  pro- 
pensity; that  it  can  think,  desire,  do 
or  refuse  to  do,  whatever  its  mind  and 
conscience  say  it  should ;  that  it  is  pos- 
itively free  to  do  right;  that  it  can  re- 
sist any  temptation  to  do  wrong,  and 
compel  its  every  instinct  and  propen- 
sity to  obey  its  will. 

The  will  of  the  child  may  be  greatly 
strengthened  by  having  it  repeatedly 
affirm,  "I  will  be  what  I  will  to  be.  I 
am  master  of  myself.  I  will  not  yield 
to  temptation.  I  will  not  do  wrong. 
I  have  perfect  self-control.  I  am  free 
to  choose.  I  know  what  is  right.  I 
want  to  do  right.  I  can,  I  will  do 
right." 

These  three  elements:  a  knowledge 
of  right  and  wrong,   an   awakened, 


66  Child  Culture. 

strong  conscience,  and  a  developed, 
dominating  will,  constitute  the  trinity 
of  self-control.  A  child  that  has  these 
three  factors  properly  developed  in  its 
life  wrill  be  a  law  unto  self,  requiring 
no  further  regulation  from  without. 

Parental  Authority. 

Parental  authority  should  be  exer- 
cised only  so  far  as  is  necessary  to  in- 
duce the  child  to  do  right.  The  thought 
of  obedience  should  always  be  associ- 
ated with  the  thought  of  doing  right. 
In  other  words,  the  child  should  be 
taught  to  do  right  for  right's  sake;  to 
obey  the  parent's  will  because  his  will 
is  right  and  therefore  represents  law; 
but  rarely  if  ever  should  a  child  be 
made  to  feel  that  it  must  do  a  thing 
just  because  the  parent  says  so.  To 
be  taught,  or  even  compelled  to  do 
right  because  it  is  right,  is  wholesome 
discipline  and  will  result  in  a  noble 
character;  but  to  be  compelled  to  do  a 
thing  in  obedience  to  the  dogmatic  com- 
mand of  another,  is  tyranny  and  will 
result  either  in  slavery  or  rebellion. 

I  consider  the  foregoing  proposition 
a  very  important  one.  Many  parents 
make  the  fatal  mistake  of  demanding 
obedience  without  explaining  why  or 
showing  any  just  cause.  True,  there 
are  times  when  this  cannot  be  done ;  but 


Miscellaneous  Suggestions.        67 

if  they  make  it  a  rule  to  explain — when- 
ever the  conditions  will  permit — the 
child  will  soon  come  to  realize  that 
every  command  is  but  a  requirement 
of  what  is  right,  and  therefore  must 
be  accepted  and  acted  upon. 

Domineering  Parents. 

The  parent  should  never  be  domi- 
neering nor  egotistical  in  his  relation 
to  the  child.  The  idea  that  in  order 
to  gain  obedience  it  is  necessary  to 
make  a  child  feel  that  its  papa  is  a 
"big  powerful  man  that  might  do  some- 
thing awful"  if  it  does  not  obey,  is  a 
relic  of  barbarism  and  has  no  place  in 
a  well  regulated  home.  The  continual 
bossing  of  children,  just  because  the 
parent  is  physically  able  to  enforce  his 
authority,  is  not  only  tyranny  of  the 
most  inhuman  sort,  but  is  contrary  to 
all  laws  of  development  and  good  gov- 
ernment. 

The  true  parent  is  never  an  egotist, 
a  boss,  a  scold,  a  harsh  critic,  or  a 
fault  finder;  but  a  protector,  a  coun- 
selor, a  wise,  sympathetic  critic,  and 
a  loving  friend.  He  never  makes  un- 
complimentary comparisons  between 
self  and  child,  nor  belittles  its  efforts, 
no  matter  how  crude  and  ineffectual. 
His  look  is  sympathy;  his  word  is  en- 
couragement, his  smile  is  inspiration; 
and  his  touch  is  tenderness  and  love. 


68  Child  Culture. 

Deciding  for  Children. 

Every  child  should  be  trained  to  de- 
cide for  itself,  to  make  its  own  choice 
without  having  to  depend  upon  the 
judgment  or  will  of  its  parents.  In  the 
hurry  and  worry  of  a  busy  life,  parents 
are  prone  to  make  all  decisions  and 
insist  upon  the  child  conforming  to 
them.  Few  mistakes  are  more  destruc- 
tive to  growth  and  development.  How 
can  a  child  become  a  law  unto  self  if 
never  allowed  to  exercise  its  own  judg- 
ment or  will?  Instead  of  saying  that 
it  can  or  cannot  do  a  thing — as  an 
exercise  of  parental  authority — the 
proper  way  is  to  give  it  the  facts  and 
the  evidences  for  and  against  the  prop- 
osition, than  say  to  it,  "You  think  the 
matter  over  and  I  know  that  whatever 
you  decide  to  be  right  you  will  do." 
It  is  far  better  that  a  child  do  wrong 
occasionally  through  an  erring  judg- 
ment or  a  wavering  will,  and  finally 
come  to  be  self-controlling,  than  sim- 
ply to  obey  its  parents  submissively 
and  fail  to  develop  the  governing  power 
within. 

The  Rights  of  Children. 

The  rights  of  children  is  a  most  im- 
portant subject,  whether  considered 
from  a  sociological,  an  ethical,  or  a 
legal  point  of  view.     The  rights  of 


Miscellaneous  Suggestions.        69 

every  person  are  determined:  (i)  by 
his  knowledge  of  the  law;  (2)  by  his 
willingness  to  obey  the  law.  The  first 
is  essential  to  the  second.  The  citizen 
who  knows  and  obeys  the  laws  of  the 
commonwealth  enjoys  perfect  freedom 
within  this  limit.  He  is  restricted  only 
when  he  violates  some  law.  The  same 
general  principle  should  be  applied  to 
children.  Just  as  soon  as  they  know 
and  obey  a  law,  they  should  be  given 
perfect  freedom  to  do  as  they  please 
so  long  as  they  please  to  do  right. 

The  child's  rights  then  are  to  be  de- 
termined by  its  knowledge  and  obedi- 
ence to  law.  If  a  boy  five  years  old 
by  the  exercise  of  his  knowledge  and 
his  will  is  obeying  the  law  of  the  home 
or  the  state,  no  parent,  teacher,  public 
official,  nay  not  even  a  monarch  or  a 
king,  has  the  right  to  dictate  to  that 
child.  A  child,  in  knowing  the  law 
and  obeying  it,  becomes  a  free  moral 
agent  whom  even  God  would  not  re- 
strict. 

Now  the  point  for  parents  to  keep 
in  mind  is  this :  they  have  no  right  to 
exercise  authority  over  the  child  in 
those  things  in  which  its  wisdom  and 
self-control  are  sufficient  to  cause  it 
to  do  right.  Their  duty  is  to  control 
it  and  direct  it  in  those  things  wherein 
it  is  incompetent  to  direct  and  control 


70  Child  Culture. 

itself.  For  instance;  the  child  should 
early  be  taught  to  partake  only  of 
wholesome  food  and  never  to  eat  too 
much ;  just  as  soon  as  it  has  the  wisdom 
and  will  power  to  obey  these  laws  the 
parental  authority  should  cease.  The 
same  applies  to  all  other  laws  govern- 
ing self  or  the  relation  of  self  to  others. 

Not  "You"  but  "We." 

In  impressing  a  law  upon  the  child's 
mind  the  parent  or  teacher  should 
always  include  self.  Instead  of  saying, 
^'You  must  not  do  this.  You  must 
do  right.  You  must  be  good ;"  put  it, 
"IVe  must  not  do  wrong,"  etc.  The 
child  should  know  that  papa  and 
mamma  must  do  right,  be  good,  etc. 
This  will  prevent  it  from  feeling  that 
it  is  the  only  one  that  is  being  gov- 
erned. It  will  help  it  to  realize  that 
law  is  something  apart  from  parental 
authority — something  that  all  must 
obey.  Rarely,  if  ever,  should  the  child 
be  made  to  feel  that  the  parent's  will 
is  law,  but  rather  that  the  parent  is 
the  executor  of  the  law. 

The  Secret  of  Governing. 

Permit  me  to  further  emphasize  the 
fact  that,  the  time  to  govern  the  child 
is  when  it  is  good.  It  is  often  neces- 
sary to  restrict,  rebuke  or  compel  a 


Miscellaneous  Suggestions.        7 1 

child  when  it  is  naughty,  but  the  time 
to  mould  its  will,  build  its  character 
and  determine  its  conduct  is  when  it  is 
good.  A  lady  once  brought  me  her 
boy  saying  that  he  was  so  unruly  that 
she  could  do  nothing  with  him.  I  said 
to  her:  "When  do  you  try  to  mould 
his  disposition?"  She  replied:  "When 
he  refuses  to  obey  me,  of  course." 
"Well,"  I  said,  "you  will  never  succeed 
in  that  way.  By  the  way,  when  you 
want  a  new  spring  bonnet  or  an  e?^- 
pensive  gown  do  you  approach  your 
husband  when  he  is  nervous,  worried 
or  out  of  sorts  about  bills  to  pay?" 
"Indeed,  I  do  not.  I  always  speak  to 
him  about  such  things  when  he  is  good 
natured  and  has  the  money  to  spare, 
then  we  talk  it  all  over  and  he  is  always 
so  good  and  kind  to  me  and  wants  me 
to  have  the  very  best  we  can  afford." 
"Exactly ;  now  men  are  but  boys  grown 
tall  and  hearts  don't  change  much  after 
all.  Approach  your  boy  in  the  same 
way  you  do  your  husband.  Mould  him 
when  he  is  good  and  loving,  and  he 
will  come  to  delight  in  doing  as  he 
should." 

How  Monsters  Are  Made. 

Parents  who  do  not  understand  the 
laws  of  psychology  frequently  develop 
most  undesirable  traits  in  their  chil- 


7a  Child  Culture. 

dren.  They  appeal  to  or  govern  them 
through  their  appetites  and  propensi- 
ties rather  than  through  the  intellect 
and  moral  sentiments;  with  the  result 
that  they  develop  the  animal  instead  of 
the  man.    To  illustrate: 

Mrs.  A  gets  her  boy  to  do  what 
she  wants  him  to  by  promising  him 
a  doughnut  or  some  candy;  Mrs.  B 
hires  her  boy  to  do  right;  Mrs.  C 
threatens  to  punish  her  boy  if  he  does 
not  do  right,  and  Mrs.  D  appeals  to 
pride  and  tells  her  child  how  every- 
body will  approve  of  his  act.  The  re- 
sults are  that  each  secures  conduct 
from  an  unworthy  motive;  and  since 
every  time  we  exercise  a  power  we 
strengthen  it,  Mrs.  A's  boy  becomes 
perverted  in  his  appetites  and  refuses 
to  do  anything  unless  he  can  have 
something  to  eat;  Mrs.  B's  boy  de- 
velops the  commercial  instinct  to  a 
point  where  he  becomes  so  selfish  that 
he  will  not  do  anything  unless  he  is 
doubly  paid  for  it;  Mrs.  C's  boy  lives 
under  constant  fear  and  develops  as 
a  coward,  will  not  act  unless  driven, 
right  or  wrong;  Mrs.  D's  child  de- 
velops a  pompous  pride  and  has  no 
conscience  beyond  the  approval  of 
others.  Each  becomes  a  monster  in 
his  way.    In  all,  action  springs  from 


Miscellaneous  Suggestions.  73 

an  unworthy  motive.  The  mothers 
wonder  why  their  once  good  Httle  boys 
have  become  so  selfish,  willful,  and  un- 
governable. 

The  why  is  very  apparent  to  the 
psychologist.  The  continual  excitation 
of  the  propensities  to  the  neglect  of 
the  intellect,  the  conscience,  and  the 
sense  of  duty,  has  developed  the  former 
so  far  in  excess  of  the  latter  as  to  make 
them  the  ruling  elements  in  the  char- 
acter. 

The  wise  parent  never  governs  a 
child  through  its  appetites  or  propensi- 
ties, nor  appeals  to  its  baser  nature 
when  he  wants  conduct.  Children  that 
are  governed  through  their  appetites 
in  infancy  are  usually  governed  by  their 
appetites  in  maturity. 

Children  whose  every  act  of  obedi- 
ence is  obtained  by  an  appeal  to  some 
selfish  motive  become  pre-eminently 
selfish  in  mature  years  and  not  infre- 
quently lapse  into  crime.  The  appe- 
tites and  propensities  should  be  care- 
fully guided  and  made  subservient  to 
the  will  and  intellect  in  every  child, 
but  under  no  circumstance  should  they 
be  made  the  basis  of  conduct.  In  the 
animal  they  rule,  but  in  man  they 
should  serve. 


74  Child  Culture. 

How  Men  Are  Developed. 

Intellect,  conscience,  and  love  should 
govern  every  life.  Every  worthy  mo- 
tive has  its  spring  source  in  these  three 
elements  of  character.  Every  child 
should  be  governed  through  these  three 
factors  in  early  life  that  it  may  be 
governed  by  them  in  mature  years.  To 
develop  these  qualities  in  the  child  they 
must  be  constantly  appealed  to  and 
made  the  motives  of  conduct.  To  illus- 
trate : 

A  mother  wishes  her  child  to  do  a 
certain  thing.  She  should  first  kindly 
request  it.  If  it  refuses  to  act,  show 
it  why  it  should  do  so.  This  will 
awaken  thought  and  tend  to  strengthen 
its  mind.  Next  appeal  to  its  conscience, 
saying,  "You  know  this  is  right.  You 
want  to  do  right,  and  I  can  depend  on 
your  doing  right."  Whether  it  obeys 
or  not,  its  conscience  will  be  quickened. 
Third,  appeal  to  its  affections,  sa3ring, 
*T  know  you  love  me,  and  you  know 
how  happy  it  makes  me  when  you  do 
right;"  or,  "Because  of  your  love  for 
me  I  know  you  will  do  this,  for  you 
know  it  is  right  and  you  always  want 
to  do  what  is  right."  Finally,  if  none 
of  these  secure  the  desired  results,  the 
mother  should  then  say,  quietly  but 
firmly,  "You  must.     You  know  it  is 


Miscellaneous  Suggestions.        75 

right.  Now,  if  you  will  not  do  what 
you  know  you  should,  then  for  your 
good,  I  must  compel  you." 

Here  it  is  well  to  explain  to  the  child 
how  all  men  have  to  obey  the  laws  of 
the  state;  or  how  papa  and  mamma 
have  to  do  right;  that  it  may  see  its 
case  forms  no  exception.  If  it  still  will 
not  yield,  some  form  of  punishment 
may  be  necessary.  Usually  the  will  of 
the  young  child  can  be  brought  into 
subjection  by  compelling  it  to  sit  quiet- 
ly on  a  chair  and  think  about  the  matter 
for  a  few  minutes. 

The  young  child  will  seldom  respond 
as  quickly  when  its  higher  nature  is  ap- 
pealed to  as  when  promised  a  penny 
or  an  orange ;  but  by  repeatedly  awak- 
ening the  higher  elements  in  its  char- 
acter, they  will  become  so  strengthened 
as  to  form  the  ruling  motives.  This 
accomplished,  the  child  becomes  a  law 
urito  self  and  only  needs  maturing  to 
make  it  a  manly  man. 

Corporal  Punishment. 

Corporal  punishment  is  a  relic  of 
the  age  of  brute  force.  It  should  never 
be  resorted  to  except  in  extreme  cases 
where  all  other  methods  have  failed. 
It  is  never  necessary  where  a  child  is 
properly  managed  from  the  first,  but 
may  become  necessary  in  the  reforma- 


76  Child  Culture. 

tion  of  the  spoiled  child.  My  experi- 
ence has  been  that  when  a  child  is  so 
utterly  bad  that  it  cannot  be  touched 
by  kindness,  love  or  counsel,  can  not 
be  influenced  by  suggestion  or  example, 
it  is  seldom  materially  benefited  by 
punishment. 

The  parent  often  finds  it  necessary 
to  spat  the  little,  meddling  fingers.  The 
young  explorer  in  his  search  for  knowl- 
edge must  investigate  everything  abbut 
him  and  as  a  result  is  sure  to  trespass 
on  the  rights  of  others  and  meddle 
with  many  things  not  intended  for  his 
use.  "Thou  shalt  not"  applies  to  all, 
and  the  child  must  learn  this  law  very 
early  in  life.  Now,  since  it  is  able  to 
feel  before  it  can  think  or  understand, 
physical  punishment  is  often  the  quick- 
est, if  not  the  best,  way  to  make  an 
impression  on  its  consciousness.  But 
this  appeal  to  the  soul  through  the 
sense  of  pain,  if  employed  at  all,  should 
be  used  as  little  as  possible  and  stopped 
altogether  as  soon  as  the  child  is  old 
enough  to  be  reached  through  its  in- 
tellect, love,  or  conscience. 

How  to  Punish. 

Some  form  of  punishment  is  neces- 
sary in  the  regulation  and  control  of 
■nearly  every  child;  but  this  does  not 
necessarily  imply  physical  punishment. 


Miscellaneous  Suggestions.        77 

Punishment  should  begin  with  the 
highest  attributes  in  the  child's  nature 
susceptible  to  influence,  and  descend  to 
the  physical  only  as  a  last  resort.  That 
is  to  say :  the  parent  should  first  strive 
to  punish  or  produce  the  desired  results 
by  awakening  its  conscience.  If  this 
fails  then  appeal  to  the  self  respect  or 
the  affections.  If  these  are  ineffectual 
then  the  child  should  be  denied  some- 
thing that  it  wants,  or  compelled  to  do 
something  it  does  not  want  to  do. 
Finally,  when  all  of  these  have  failed 
physical  punishment  may  be  justifiable. 

Corporal  punishment  should  never 
be  administered  when  either  the  child 
or  parent  is  vexed  or  rebellious.  The 
parent  who  strikes  or  whips  in  anger 
is  unfit  to  have  the  management  of  any 
sentient  life,  much  less  the  management 
of  a  child.  To  whip  a  child  when  re- 
bellious, positive,  or  angry,  only  aggra- 
vates the  rebellious  spirit  and  augments 
the  conditions  that  made  whipping 
necessary. 

If  a  child  has  done  wrong  and  is  to 
be  punished  for  it,  the  punishment 
should  be  postponed  until  the  following 
day,  that  both  parent  and  child  may 
have  time  for  due  consideration  of  the 
offense  and  the  penalty  to  be  adminis- 
tered. When  the  appointed  time  ar- 
rives the  parent  should  talk  to  the  child 


78  Child  Culture. 

lovingly  and  kindly  about  its  error,  its 
rebellious  spirit,  and  the  necessity  of 
the  punishment.  It  should  be  made  to 
understand  it  is  not  being  punished 
out  of  revenge,  but  to  help  it  to  do 
right;  that  this  is  all  contrary  to  the 
wish  and  desire  of  the  parent,  and  is 
resorted  to  only  because  everything  else 
has  failed.  Punishment  to  be  of  any 
practical  value  must  be  sufficiently  se- 
vere to  make  a  deep,  abiding  impres- 
sion. Afterwards  the  child  should  be 
treated  kindly,  and  earnestly  en- 
couraged to  do  right,  with  the  assur- 
ance that  if  it  does  so,  the  painful  ex- 
perience will  never  be  repeated.  One 
or  two  such  whippings  usually  are  all 
that  are  required  for  the  control  of 
even  the  most  rebellious  child. 

The  Better  Way. 

The  better  way  is  not  to  whip  at  all. 
In  my  dealings  with  the  child,  I  have 
never  used  any  form  of  corporal  pun- 
ishment, nor  do  I  recommend  it  to 
others. 

Love  is  the  only  power  that  will  con- 
quer a  child,  a  people  or  a  nation.  All 
victories  won  by  force  are  hut  battles 
deferred. 

A  rebellious  spirit  overcome  by  kind- 
ness will  seldom  trouble  the  parent 
again,  but  if  suppressed  by  threats  and 


Miscellaneous  Suggestions.        79 

force  it  is  sure  to  become  manifest  at 
the  slightest  aggravation.  Punish  a 
child  through  its  love  and  conscience 
and  you  make  it  a  con  formative,  sweet, 
amiable  companion;  punish  it  by  fear 
and  torture  and  you  make  it  a  rebellious 
slave. 

Bertha  Meyer  in  her  work  on  "Fam- 
ily Government"  says :  "A  parent  who 
does  not  know  how  to  govern  a  child 
without  whipping  it  ought  to  surrender 
the  care  of  that  child  to  some  wiser 
person.  Sportsmen  once  thought  it 
necessary  to  lash  their  dogs  in  training 
them  for  the  field.  They  know  now 
that  the  whip  should  never  be  used. 
Horsemen  once  thought  it  was  neces- 
sary to  whip  colts  to  teach  them  to 
start  and  stop  at  the  word,  and  pull 
steadily.  They  now  know  that  an  ap- 
ple is  better  than  the  lash,  and  a  caress 
better  than  a  blow.  If  dogs  and  horses 
can  be  thus  educated  without  punish- 
ment, what  is  there  in  our  children  that 
makes  it  necessary  to  slap  and  pound 
them?  Have  they  less  intelligence? 
Have  they  colder  hearts?  Are  they 
lower  in  the  scale  of  being? 

"We  have  heard  many  old  people 
say:  *If  we  were  to  bring  up  another 
child  we  would  never  whip  it.'  They 
are  wise,  but  a  little  too  late.  Instead 
of  God  doing  so  little  for  children  that 


8o  Child  Culture. 

they  must  be  whipped  into  goodness, 
He  has  done  so  much  for  them  that 
even  whipping  can't  ruin  them — that  is, 
as  a  rule.  Many  children  are  of  such 
quality  that  a  blow  makes  them  cow- 
ardly, or  reckless,  or  deceitful,  or  per- 
manently ugly.  Whipping  makes  chil- 
dren lie.  Whipping  makes  them  steal. 
Whipping  breaks  their  spirit.  Whip- 
ping makes  them  hate  their  parents. 
Whipping  makes  home  distasteful; 
makes  the  boys  runaways;  makes  the 
girls  seek  happiness  anywhere  and  any- 
how. Whipping  is  barbarous.  Don't 
whip." 

Scolding  and  Threatening. 

Herbert  Spencer  in  an  essay  on  "The 
Rights  of  Children"  says:  "It  is  a 
real  sin  against  the  child's  nature  to 
scold  it.  There  may  be  times  when  a 
short,  severe,  reprimand,  which  is  far 
from  being  scolding,  is  necessary;  but 
constant  scolding,  which  is  nothing  but 
fault-finding,  is  an  error  into  which 
many  excellent  parents  fall.  It  has 
little  place  in  any  true  system  of  family 
government." 

The  child  that  is  scolded  for  every 
little  thing  and  continually  found  fault 
with,  often  becomes  careless  or  indiffer- 
ent and  not  infrequently  willful  or 
spiteful.    Continually  nagging  a  child 


Miscellaneous  Suggestions.        8i 

destroys  its  finer  feelings,  dwarfs  its 
self  respect,  and  aggravates  the  worst 
elements  in  its  character. 

It  is  unwise  to  make  threats  or  prom- 
ises which  are  not  to  be  fulfilled. 
Frightening  children  into  obedience  is 
as  harmful  as  whipping ;  and  when  they 
learn  that  the  parents  are  insincere,  it 
not  only  makes  them  rebellious  but 
destroys  their  natural  respect  for  the 
parent.  Temporary  obedience  may  be 
obtained  by  deception,  but  the  final 
effects  upon  the  child's  character  are 
nearly  always  harmful.  I  once  heard 
a  lady  on  the  train  say  to  her  little  boy, 
"I  will  chuck  you  out  of  the  car  window 
if  you  do  not  sit  down  and  be  still." 
The  child  did  not  pay  the  slightest 
attention ;  no  doubt  his  past  experience 
had  taught  him  that  his  mother  often 
made  threats  and  promises  that  she  had 
no  notion  of  fulfilling. 

Bugaboo  Stories. 

Young  children  are  often  seriously 
injured  by  bugaboo  stories.  The  ter- 
rors of  "the  black  man"  or  the  dark 
room  have  destroyed  the  natural  free- 
dom, independence,  and  courage  of 
thousands  of  children;  making  them 
cowardly,  diffident,  and  timid  for  life. 
A  mother  once  brought  me  a  very  ner- 
vous child,  stating  that  it  never  seemed 


83  Child  Culture. 

to  sleep  soundly  and  was  frequently 
disturbed  by  bad  dreams.  While  we 
talked  the  little  one  went  to  the  door, 
whereupon  the  mother,  affecting  fear, 
said,  "Come  back  quick!  The  black 
man  will  get  you!  Look  out,  he  is 
coming  I"  The  child  ran  to  its  mother 
very  much  frightened  and  staid  close  to 
her. side  for  several  minutes.  I  said, 
"There  is  the  cause  of  your  child's 
disturbing  dreams  and  extreme  ner- 
vousness. These  horrid  day  images  are 
only  repeated  at  night."  Many  chil- 
dren have  been  frightened  into  ner- 
vousness, frightened  into  ill-health, 
frightened  into  premature  graves,  by 
bugaboo  stories.  Only  dense  ignorance 
will  excuse  a  parent  for  employing  such 
uncanny,  unwholesome  methods  in  the 
government  of  children. 

The  Lost  Boy. 

In  this  commercial  age  the  average 
father  has  little  time  to  bother  with 
his  boy  or  get  acquainted  with  his 
family.  There  are  many  excellent 
mothers,  but  there  are  comparatively 
few  fathers  who  have  learned  the  secret 
of  getting  into  a  boy's  heart,  keeping 
his  sympathies,  guiding  his  appetites^ 
developing  his  virtues,  and  building 
him  into  a  manly  man.    Jean  Paul  was 


Miscellaneous  Suggestions.         83 

perhaps  not  far  from  the  truth  when 
he  said,  "The  education  of  most  fathers 
is  but  a  system  of  rules  to  keep  the 
child  at  a  respectful  distance  from  him 
and  to  train  it  more  in  harmony  with 
his  comfort  than  the  child's  strength; 
or,  at  most,  under  a  tornado  of  wrath, 
to  impart  as  much  instruction  as  he  can 
scatter." 

There  is  much  truth  in  the  old  say- 
ing, "The  hand  that  rocks  the  cradle 
rules  the  world;"  nevertheless,  if  the 
boy  is  to  be  saved  the  father  must  do 
his  part.  The  hand  that  rocks  the 
cradle  rules  the  baby;  but  when  the 
baby  boy  enters  the  streets,  he  needs 
the  counsel  and  companionship  of  his 
father. 

There  is  something  in  every  boy  that 
demands  the  influence  and  masculine 
sympathy  of  the  mature  man ;  few  boys 
develop  aright  without  it.  The  father 
who  would  save  his  boy  should  make 
a  "chum"  of  him  from  early  infancy. 
It  is  easy  to  guide  a  boy  as  long  as 
you  keep  his  confidence.  If  confidence 
is  once  lost  it  can  seldom  be  restored. 

A  father  cannot  be  too  careful  about 
his  personal  habits.  The  average  boy 
thinks  his  papa  is  about  right,  and  con- 
sequently he  feels  he  can  do  whatever 
papa  does.  The  most  effectual  way, 
therefore,  to  direct  a  boy  aright  is  to 


84  Child  Culture. 

live  an  examplary  life  before  him.  It 
is  all  but  impossible  for  a  boy  to  go 
astray  if  he  have  the  loving  counsel  and 
sympathetic  companionship  of  a  noble 
hearted,  temperate,  honest,  pure  mind- 
ed father. 

The  lost  boy  is  usually  the  neglected 
boy,  or  the  boy  whose  father  placed 
a  bad  example  before  him.  No  man 
has  a  right  to  preach  to  his  child  what 
he  lacks  the  moral  courage  to  practice. 
The  father  who  is  not  willing  to  give 
up  his  bad  habits  in  order  to  set  a 
good  example  before  his  children  is 
unfit  to  be  the  head  of  a  family.  A 
father  who  was  carelessly  scaling  a 
precipice  was  startled  by  the  cry  of  his 
little  boy,  ''Choose  a  safe  path,  Papa, 
for  I  am  following  you!"  Would  that 
all  fathers  might  hear  the  cry  of  this 
boy  and  choose  a  safe  path  for  their 
boys! 

Narcotics. 

Narcotics  are  man's  worst  foe. 
Their  use  is  the  chief  cause  of  degen- 
eracy. King  Alcohol  begets  most  of 
the  dependent  and  delinquent  classes. 
The  hereditary  effects  of  strong  drink 
are  most  varied  and  far  reaching,  the 
second  and  third  generation  often  suf- 
fering more  than  the  first.    Every  child 


Miscellaneous  Suggestions.        85 

should  be  taught  by  example,  precept, 
and  suggestion  to  abstain  totally  from 
the  use  of  stimulants  and  narcotics  in 
every  form.  If  a  child  have  an  inher- 
ent appetite  for  stimulants  it  may  be 
overcome :  ( i )  by  keeping  it  where  it 
will  not  be  exposed  to  the  odor  or  taste 
of  liquors;  (2)  by  having  it  subsist  on 
plain,  wholesome  food  composed  main- 
ly of  vegetables,  cereals,  and  fruits  with 
but  little  meat  and  no  condiments,  tea 
or  coffee;  (3)  by  educating  it  to  oppose 
this  appetite  as  the  enemy  of  its  life; 
(4)  by  repeatedly  lodging  suggestions 
like,  "You  are  always  temperate.  You 
never  do,  you  never  will  touch  liquor. 
You  despise  strong  drink.  You  are  a 
teetotaler." 

Tobacco. 

The  effects  of  tobacco  on  the  system 
arfe  not  unlike  those  of  alcohol,  except 
that  it  does  not  intoxicate.  When  used 
by  the  young,  tobacco  stunts  the 
growth,  weakens  the  nerve  centers,  im- 
pairs the  intellect,  inflames  the  passions, 
and  blunts  the  moral  sentiments.  Sel- 
dom if  ever  has  a  student  graduated 
with  high  honors  from  a  reputable  col- 
lege, who  began  using  tobacco  in  early 
life.  The  United  States  Military  Acad- 
emy at  West  Point  and  the  Naval 
Academy  at  Annapolis  prohibit  the  use 


86  Child  Culture. 

of  tobacco  by  students  "because  re- 
peated experiments  proved  that  it 
weakened  or  deadened  the  mental 
powers."  Out  of  lOO  cigarette  smokers 
in  New  York,  82  showed  marked  symp- 
toms of  heart  trouble  and  nervous  af- 
fection. After  two  years  of  total  absti- 
nence all  but  14  had  ouf^^rown  it. 

Most  children  can  be  prevented  from 
using  tobacco  by  the  application  of  the 
course  just  indicated  for  overcoming 
an  inherent  appetite  for  stimulants. 
True,  it  is  impracticable  to  bring  up  a 
boy  without  exposing  him  to  the  fumes 
of  tobacco  and  other  conditions  calcu- 
lated to  awaken  a  desire  to  try  it;  but 
all  may  be  educated  against  it,  and  if 
the  education  is  begun  early  in  life  and 
proper  suggestions  lodged,  its  use  can 
be  prevented  in  most  boys.  Here,  as 
everywhere,  example  is  better  than  pre- 
cept, although  both  are  required.  If 
a  father  uses  tobacco,  he  should  for  the 
sake  of  his  children  give  it  up;  if  he 
continues  to  use  it,  his  example  and 
silent  suggestions  are  all  but  sure  to 
create  an  appetite  in  them. 


Part  V. 


THE  INTELLECT. 

The  intellect  is  that  part  of  man's 
psychic  nature  whereby  he  is  able  to 
perceive  and  learn;  remember,  recall, 
and  know;  think,  cogitate,  reason,  and 
imagine. 

The  intellect  is  not  a  unit  but  a  com- 
plex function  of  the  soul  resulting  from 
the  combined  action,  or  co-ordination, 
of  many  primary  elements  or  faculties. 
Each  of  these  primary  faculties  has  its 
specific  center  in  the  brain,  the  func- 
tional power  and  activity  of  which  de- 
termine the  strength  of  the  faculty. 

Rarely,  if  ever,  are  the  primary  fac- 
ulties of  equal  strength;  therefore,  a 
person  may  have  excellent  powers  of 
perception  and  memory  of  some  things 
but  be  sadly  deficient  in  others.  Thus, 
one  child  will  excel  in  the  perception 
and  memory  of  forms,  faces,  etc.,  but 
be  deficient  in  the  perception  and  mem- 
ory of  names ;  another  will  readily  per- 
ceive and  remember  names  and  dimen- 
sions but  cannot  perceive  or  remember 
geographical  locations  or  numbers.  The 
child  that  excels  in  spelling  is  often 

87 


88  Child  Culture. 

deficient  in  the  ability  to  comprehend 
the  relation  of  numbers,  and  vice  versa. 
The  student  that  excels  in  the  sciences 
is  frequently  poor  in  literature  or  the 
languages. 

These  diversities  of  gifts  prove  con- 
clusively that  the  mind  is  not  a  unit, 
but,  as  before  indicated,  a  complex 
function  resulting  from  the  combined 
action  of  many  units  of  ever-varying 
degrees  of  strength  and  activity.  This 
should  teach  us  the  necessity,and  indi- 
cates the  importance,  of  studying  the 
mental  peculiarities  and  gifts  of  each 
child,  in  order  that  we  may  meet  the 
requirements  of  its  nature. 

Objects  of  Education. 

The  primary  object  of  education 
should  be  to  cultivate,  develop,  and 
strengthen  the  powers  of  the  intellect; 
quicken,  sharpen,  and  train  the  powers 
of  perception  so  that  facts  and  condi- 
tions, things  and  the  properties  of 
things — their  individuality,  form,  size, 
location,  color,  relation,  number,  -and 
order — may  be  fully  perceived; 
strengthen  the  memory  and  the  power 
to  recall,  so  that  all  perceptions  may  be 
retained  in  the  mind  and  accurately 
reproduced  as  mental  images  at  will; 
to  develop  the  powers  of  reason  and 
imagination  so  as  to  enable  one  to  think 


The  Intellect  89 

and  analyze,  to  form  deductions  from 
facts,  and  logical  conclusions  from 
known  phenomena. 

The  second  object  of  education  is  to 
acquaint  man  with  himself  and  the 
world  about  him;  to  store  the  mind 
with  facts  and  a  knowledge  of  forces, 
laws,  conditions,  things,  occurrences, 
etc. 

Defects  in  Education. 

In  our  present  system  of  education 
the  accumulation  of  knowledge  is  made 
the  primary  object ;  with  the  sad  results 
that  instead  of  developing  a  strong,  ac- 
tive intellect  with  keen  powers  of  per- 
ception, a  good  memory,  vigorous  rea- 
soning faculties,  and  a  lively  imagina- 
tion, we  so  stuff  the  mind  with  unas- 
similated  facts  that  it  can  neither  per- 
ceive clearly,  remember  well,  nor  rea- 
son logically. 

Another  defect  in  our  present  educa- 
tional system — which  is  largely  the  re- 
sult of  making  the  getting  of  knowl- 
edge the  supreme  object — is  that  it 
forces  the  same  curriculum  upon  all; 
which  curriculum  is  often  most  poorly 
adapted  to  the  requirements  of  the  indi- 
vidual student. 

The  educational  system  of  the  future 
will  recognize  the  peculiarities  of  each 
pupil  and  adapt  the  training  to  his  re- 


go  Child  Culture. 

quirement.  At  present  this  can  hardly 
be  done  in  the  school  room,  but  it 
should  be  done  in  the  home.  Parents 
should  make  a  careful  study  of  the 
natural  talents  of  the  child  and  put 
forth  special  effort  to  strengthen  the 
weaker  faculties.  Teachers  should  pur- 
sue a  similar  course  so  far  as  it  is  feas- 
ible. 

The  Secret  of  Teaching. 

Personal  interest  is  the  secret  of  ed- 
ucation. Once  get  a  child  deeply  inter- 
ested in  a  subject  and  it  will  educate 
itself  along  that  line.  Few  parents 
and  teachers  fully  appreciate  the  im- 
portance of  getting  the  child  thorough- 
ly enthused  with  the  subject  and  eagerly 
anxious  to  know  more  about  it.  If 
there  is  but  one  hour  for  study,  better 
spend  three-fourths  of  that  time,  if 
need  be,  in  creating  a  desire  to  know 
all  about  it,  than  the  whole  time  trying 
to  drill  something  into  the  child's  head 
that  it  does  not  care  to  know.  Without 
personal  interest,  we  cannot  get  that 
undivided  attention  which  alone  makes 
close,  accurate  perception  possible. 

A  personal  interest  once  established, 
an  effort  should  be  made  to  get  the 
child  to  concentrate  its  mind  upon  the 
subject.  Experience  proves  that  what- 
ever once  fully  occupies  the  mind  to 


The  Intellect.  91 

the  exclusion  of  everything  else,  is  sel- 
dom if  ever  forgotten.  Whoever  can 
give  his  zvhole  mind  over  to  the  percep- 
tion of  one  thing,  will  he  able  to  get  a 
deep,  abiding  impression.  The  trouble 
with  most  students  is  that  they  scatter 
their  attention,  and  a  divided  attention 
is  sure  to  result  in  an  imperfect  percep- 
tion and  an  unreliable  memory. 

The  child  should  not  be  required  to 
keep  its  mind  upon  one  thing  more 
than  a  few  minutes  at  a  time.  The 
time  may  be  lengthened  as  the  student 
matures;  but  it  is  always  better,  even 
for  the  mature  mind,  to  concentrate  all 
the  attention  upon  one  subject  for  a 
short  time  and  then  change  to  some- 
thing else  for  a  rest,  than  to  try  to 
work  with  a  divided  attention  for  a 
longer  period. 

Perception. 

To  cultivate  the  powers  of  percep- 
tion in  a  child,  the  parent  or  teacher 
should  first  interest  it  so  as  to  secure 
attention,  then  point  out  the  details  of 
the  thing  to  be  perceived  that  it  may 
take  accurate  cognizance  of  it.  This 
detailed  perception  will  make  an  abid- 
ing impression  resulting  in  a  perfect 
memory.  To  illustrate:  Suppose  the 
perception  to  be  made  is  that  of  a  build- 
ing.    The  child's  attention  should  be 


92  Child  Culture. 

called  to  its  location,  its  size  in  com' 
parison  with  other  houses,  the  style  of 
its  architecture;  the  material  of  which 
it  is  constructed ;  the  number,  location, 
and  form  of  the  doors,  windows,  etc. 
When  the  house  has  thus  been  studied 
in  detail  it  will  not  be  forgotten. 

The  same  applies  to  the  study  of  any- 
thing else — ^books,  facts,  things  or  theo- 
ries— when  all  the  details  are  impressed 
upon  the  mind  the  perfect  image  will 
be  retained  and  can  usually  be  recalled. 
The  essential  thing  is  to  get  the  child 
to  exercise  its  perceptive  powers  and 
take  special  notice  of  everything  in  de- 
tail. In  addition  to  this,  the  law  of 
suggestion  may  be  successfully  em- 
ployed by  saying  to  the  child,  "You 
will  notice  closely.  You  can  get  a 
perfect  image.  You  will  not  forget 
this." 

One  child  will  get  a  clear  perception 
of  form  but  will  not  remember  names ; 
others  may  get  both  of  these  but  not  re- 
member places;  therefore,  it  is  neces- 
sary to  call  the  child's  attention  espe- 
cially to  the  thing  it  fails  to  perceive, 
and  to  make  suggestions  calculated  to 
strengthen  the  deficient  faculty.  To 
illustrate:  I  once  had  a  boy  with  me 
who  was  accurate  in  his  perception  of 
locations  and  things,  but  deficient  in  the 
memory  of  names.    In  going  from  city 


The  Intellect.  93 

to  city  he  would  readily  tell  the  loca- 
tion and  architecture  of  our  hotels,  but 
would  never  remember  the  names. 
Finally,  I  insisted  that  he  notice  the 
name  of  the  house,  the  form  of  the 
word,  etc.  I  had  him  write  and  re- 
peat it.  After  a  few  months  he  was 
able  to  give  the  names  of  our  hotels 
quite  as  accurately  as  their  location. 

Memory. 

Memory,  like  perception,  is  a  com- 
plex function  of  the  mind  resulting 
from  the  combined  action  of  many  pri- 
mary elements.  The  basis  of  a  good 
memory  has  already  been  indicated — 
namely,  clear,  accurate,  detailed  per- 
ception. Whatever  the  mind  once  forms 
a  perfect  image  of,  it  retains.  The 
power  to  recall,  however,  requires  more 
than  the  mere  possession  of  the  image. 
Much  that  the  mind  holds  subjectively 
cannot  be  recalled  and  made  a  conscious 
image.  In  cultivating  the  power  to 
recall  in  the  child,  the  first  essential 
is  to  be  sure  that  it  has  a  clear,  definite 
impression  or  image  to  recall.  Second, 
it  should  be  required  to  recall  the  im- 
age and  re-express  it  a  sufficient  num- 
ber of  times  to  form  a  proper  connec- 
tion between  the  subjective  and  objec- 
tive consciousness.  Finally,  by  con- 
necting things  difficult  to  remember, 


94  Child  Culture. 

with  tilings  readily  recalled,  the  former 
may  be  brought  to  consciousness. 

The  power  to  recall  can  be  greatly 
strengthened  by  suggestion.  Hypnotic 
experiments  have  demonstrated  this  be- 
yond a  question.  In  many  instances  the 
power  to  recall  has  been  greatly  im- 
proved by  a  few  treatments.  Mental 
suggestion,  however,  cannot  be  ex- 
pected to  produce  such  wonderful  re- 
sults as  are  reported  by  hypnotists ;  but 
if  properly  and  faithfully  employed  will 
prove  highly  beneficial. 

To  improve  the  memory  of  a  child 
by  suggestion,  the  parent  or  teacher 
should  first  be  sure  that  it  has  a  definite 
concept  of  the  thing  to  be  remembered, 
then  say  to  it,  in  a  deliberate,  firm,  im- 
pressive manner:  "You  will  not  for- 
get this.  You  can,  you  will  be  able  to 
recall  it  perfectly."  By  repeating  the 
thing  to  be  remembered  and  following 
it  with  appropriate  suggestions  several 
times  the  power  to  recall  can  rapidly  be 
improved  even  in  the  most  dull  or  for- 
getful child. 

Reason. 

Every  child  should  be  taught  to  do 
its  own  thinking.  It  should  be  encour- 
aged to  discern  the  relations  of  cause 
and  effect.  It  should  be  induced  to  find 
out  for  itself  the  why  and  the  where- 


The  Intellect.  95 

fore  of  things ;  to  make  its  own  plans ; 
to  weigh  facts  and  draw  conclusions. 
A  little  tact  on  the  part  of  the  parent 
or  teacher  will  enable  him  to  lead  the 
child  to  make  simple  deductions  and 
thus  awaken  the  desire  and  abHity  to 
reason. 

Never  answer  a  question  for  a  child 
that  it  can  anszver  for  itself.  The  bet- 
ter way  is  to  ask  it  questions  calculated 
to  suggest  to  its  mind  the  answer  it 
seeks.  If  need  be,  supply  it  with  facts, 
but  insist  on  its  drawing  its  own  con- 
clusions. 

Premature  Development. 

It  is  unwise  to  crowd  the  education 
of  a  child  beyond  the  natural  order  of 
growth.  Thousands  are  injured  by 
premature  development.  Precocious 
children  exhaust  the  vital  forces 
through  the  brain,  with  the  sad  result 
that  the  body  fails  to  develop  as  it 
should.  A  strong  mind  and  successful 
life  work  require  a  hale,  vigorous  body 
to  support  the  brain ;  and  it  is  a  great 
mistake  to  educate  a  child  so  fast  as  to 
restrict  its  physical  development. 


Part  VI. 

IMPORTANT  LESSONS. 

The  laws  of  brain  building  and  soul 
growth  by  mental  suggestion  are  appli- 
cable to  the  development  of  every  fac- 
ulty in  the  human  mind  and  every  trait 
of  character ;  but  the  limitations  of  this 
booklet  do  not  permit  the  further  illus- 
tration of  these  laws.  Therefore,  we 
shall  endeavor  to  make  a  brief  state- 
ment which,  with  slight  variations,  will 
be  applicable  to  all  conditions  and  re- 
quirements; trusting  to  the  judgment 
of  the  parent  and  teacher  to  apply  the 
rules  here  given  in  formulating  sug- 
gestions. We  shall  then  point  out  some 
of  the  more  important  traits  of  char- 
acter that  should  be  developed  in  every 
child. 

The  Fundamental  Law. 

The  fundamental  law  of  brain  build- 
ing and  soul  growth  is :  Normal  activ- 
ity strengthens,  inertia  iveakens.  There- 
fore, to  increase  the  functional  power 
of  any  faculty,  feeling,  or  sentiment, 
it  is  only  necessary  to  exercise  it  habit- 
ually.    To  diminish  any  element  of 


Important  Lessons.  97 

mind  or  character  it  is  but  necessary 
to  leave  it  dormant. 

A  general  rule  for  formulating 
affirmations  calculated  to  be  used  as 
suggestions  is :  Whatever  we  would 
become  (or  have  the  child  become) 
that  affirm,  we  can,  we  will,  become. 
The  formula  presented  in  the  old  re- 
vival hymn  can  hardly  be  improved 
upon,  "I  can,  I  will,  I  do  believe."  Thus 
we  should  affirm:  "I  can  remember, 
I  will  remember,  I  do  remember.  I  can 
be  honest,  I  will  be  honest,  I  am 
honest,"  etc. 

Once  more  I  repeat,  that  an  affirma- 
tion to  become  a  suggestion  and  have 
any  practical  value  upon  the  mind  or 
character,  must  be  pronounced  slowly, 
firmly,  earnestly,  and  impressively; 
with  a  sincere  faith  believing  that  the 
thing  affirmed  noiv  is. 

The  potency  of  a  suggestion  is  deter- 
mined largely  by  the  degree  of  earnest- 
ness with  which  it  is  impressed  and  the 
faith  we  have  in  its  efficacy. 

Temperance. 

Every  child  should  learn  the  lesson 
of  temperance.  Learn  to  abstain  from 
whatever  is  harmful  and  be  moderate 
in  whatever  is  beneficial.  Many  who 
never  use  narcotics  are  most  intem- 
perate in  other  ways — intemperate  in 


98  Child  Culture. 

eating,  intemperate  in  the  expression  of 
their  passions  and  emotions,  thoughts 
and  sentiments. 

Moral  Hygiene. 

•^  The  chief  end  of  all  true  culture  is 
soul  development,  which  necessarily  in- 
cludes the  subjection  of  the  appetites 
and  propensities  to  the  higher  senti- 
ments. Anger,  jealousy,  hatred,  re- 
venge, passion,  fear,  dishonesty,  haugh- 
tiness, and  all  other  abnormal  psychic 
conditions  are  not  only  destructive  to 
the  harmony  and  development  of  the 
higher  nature  but  are  direct  causes  of 
disease. 

Any  abnormal  emotion  will  change 
the  chemical  compound  of  the  blood, 
disturb  the  harmony  of  the  nerve  forces 
and  if  oft  repeated  or  long  continued 
in  is  sure  to  produce  disease;  while  a 
happy,  hopeful,  trusting  spirit  is  highly 
conducive  to  physical  health,  intellec- 
tual growth  and  moral  development. 

Every  child  should  be  taught  that  to 
give  way  to  temper  or  other  abnormal 
emotions  is  not  only  impolite  and  an 
evidence  of  weakness,  but  that  it  is  sin- 
ful and  is  sure  to  injure  it  physically 
as  well  as  mentally  and  morally.  Too 
much  emphasis  can  scarcely  be  placed 
upon  this  proposition.  The  needless, 
and  I  may  say  willful,  giving  way  to 


Important  Lessons.  99 

temper,  jealousy,  despondency,  and 
other  selfish  emotions  is  one  of  the  chief 
causes  of  ill  health,  early  decay,  social 
inharmony,  vice  and  crime. 

Energy. 

Some  children  are  by  nature  highly 
energetic  and  aggressive.  Such  must 
be  kept  engaged  in  doing  something 
useful  or  they  will  get  into  mischief. 
These  aggressive  little  folks  cannot  be 
kept  quiet  and  whoever  attempts  to 
restrict  them  will  have  his  patience 
sorely  tried.  The  better  way  is  to  in- 
terest them  in  something  they  can  spend 
their  energies  on;  giving  them  suffi- 
cient variety  to  make  it  entertaining 
and  to  prevent  them  from  overdoing. 

Children  deficient  in  energy  should 
early  be  given  little  tasks  to  do,  things 
not  too  difficult,  and  then  be  hopefully 
encouraged  with  the  assurance  that 
they  can  do  them.  As  the  energy  in- 
creases, the  tasks  can  be  made  more 
difficult.  The  lazy  child  can  often  be 
improved  by  having  it  work  with  other 
children;  its  self  respect  will  induce  it 
to  keep  up  with,  or  do  as  much  as  the 
others.  Out-door  sports,  which  re- 
quire activity  and  physical  exertion,  are 
highly  beneficial  in  cultivating  the  en- 
ergies. 


loo  Child  Culture. 

Idleness. 

'An  idle  moment  is  a  dangerous  mo- 
ment. Idleness  restricts  development. 
Idleness  begets  vice.  An  idle  life  is 
an  unhappy  life.  An  inactive  mind  is 
always  susceptible  to  evil  impressions. 
Activity  gives  life.  Hard  work  gives 
strength  of  body;  hard  study  gives 
strength  of  mind.  Those  who  are  con- 
stantly employed  at  something  useful 
or  beneficial  are  usually  happy.  Girls 
and  boys  alike  should  be  taught  to  em- 
ploy every  conscious  moment  in  some 
useful  activity.  The  boy  who  does  not 
learn  to  do  hard,  steady  work  rarely 
succeeds  in  life.  Idle  girls  seldom  be- 
come good  women. 

Frugality. 

Every  child  should  learn  the  value 
of  a  dollar,  should  be  taught  to  earn 
money  and  to  save  it.  No  matter  what 
may  be  one's  condition  in  life,  he 
should  be  able  ,  to  be  self-sustaining 
and  self-supporting.  Great  wealth  to- 
day is  not  positive  assurance  of  wealth 
tomorrow;  moreover,  the  child  of 
wealth  needs  to  learn  the  lesson  of 
economy  quite  as  much  as  the  child 
of  poverty.  Extravagance  begets  vice, 
fosters  pride,  and  degrades  character. 
Some  children  are  naturally  highly  ac- 
quisitive,  having  not  only  the  desire 


Important  Lessons.  loi 

but  the  ability  to  make  and  to  save 
money ;  in  such,  the  instinct  needs  only 
to  be  guided  aright.  Others  are  quite 
deficient  in  the  ability  to  make  and  to 
save;  such  should  be  given  a  chance 
and  encouraged  to  earn  money  in  early 
life.  They  should  be  required  to  save 
their  earnings,  to  pay  for  their  own 
clothing,  or  something  in  which  they 
have  a  personal  interest ;  thus  they  will 
learn  the  value  of  a  dollar  and  the 
necessity  of  economy  in  spending  it. 

Continuity. 

One  thing  at  a  time  and  that  done 
well,  is  the  secret  of  success.  The 
child  should  be  taught  to  complete 
whatever  it  begins.  Scattered  forces 
are  rarely  effectual.  A  moderate  de- 
gree of  intelligence  and  energy  per- 
sistently applied  to  one  business  will 
accomplish  much  more  than  great  men- 
tality and  energy  badly  scattered.  The 
young  child  should  be  encouraged  even 
in  its  play  to  complete  everything  it 
begins,  to  do  whatever  it  does  well. 

Self-Respect. 

Self  respect  strengthens  character. 
Egotism  is  odious;  but  a  good  degree 
of  self  appreciation  enables  one  to  com- 
mand the  respect  of  others,  and  is  a 
constant  check  against  doing  what  is 


I02  Child  Culture. 

unworthy.  This  quality  should  be  cul- 
tivated in  most  children.  It  is  unwise 
to  call  the  child  stupid,  lazy,  mean  or 
anything  calculated  to  lessen  its  self 
respect  or  self  reliance.  The  better 
way  is  to  encourage,  to  affirm  that  it  is 
going  to  be  what  it  should  be. 

Sensitiveness. 

Many  children  are  supersensitive  by 
nature.  They  are  easily  wounded  by  a 
word  and  ever  alive  to  praise  or  blame. 
Such  should  neither  be  praised  not 
blamed,  but  influenced  through  other 
channels  until  the  supersensitiveness  is 
outgrown.  This  unnatural  approba- 
tion, or  desire  for  the  approval  of 
others,  frequently  combines  with  a  per- 
sonal pride  to  that  degree  that  expedi- 
ency takes  the  place  of  conscience.  The 
thought  is  not  what  is  right  or  best, 
but  what  others  will  say.  Unless  this 
tendency  is  corrected  it  usually  results 
in  a  haughty  pride,  or  an  artificial  life. 

Frankness  and  Candor. 

A  frank,  candid  manner  promotes 
honor  and  integrity.  Mental  reserve 
is  sometimes  necessary  in  protecting 
self  or  others  but  if  carried  too  far  be- 
comes deceptive.  I  have  noticed  that 
frank,  communicative  persons  seldom 
lapse   into   vice  or  crime.      Children 


Important  Lessons.  103 

should  be  encouraged  to  confide  in  their 
parents,  to  hold  no  thought,  desire  or 
purpose  that  they  would  be  ashamed  to 
have  written  on  their  forehead.  If  all 
could  realize  that  there  are  no  secrets 
in  the  psychic  world,  that  the  All- 
seeing  Eye  penetrates  the  darkest  soul, 
it  would  tend  greatly  to  establish  vir- 
tue and  honor. 

Habit  a  Law  of  Mind. 

What  we  do  or  think  repeatedly  by 
choice  becomes  habitual  or  involuntary; 
therefore,  good  habits  tend  to  make 
the  involuntary  life  and  impulses  hon- 
orable and  righteous,  while  bad  habits 
make  vice  all  but  imperative.  All  chil- 
dren should  learn  this  law  and  be  stead- 
ily encouraged  not  only  to  avoid  the 
formation  of  bad  habits  but  to  form 
habits  of  promptness,  exactness,  truth- 
fulness, fidelity,  etc.,  that  these  may  be- 
come integral  parts  of  their  character. 

Tact. 

Every  child  should  be  taught  to  be 
practical.  Many  who  have  enjoyed  ex- 
cellent educational  advantages  fail  in 
life  from  want  of  tact.  To  make  a 
child  practical  it  should  first  be  taught 
to  use  its  eyes.  A  close  observing  eye, 
.a  good  memory,  and  a  putting-things- 
together  head  teach  the  most  valuable 


104  Child  Culture. 

lessons  of  life.  When  a  child  has 
learned  to  notice  closely  it  should  then 
be  encouraged  to  use  its  wits  in  plan- 
ning ways  and  means. 

Politeness  and  Agreeableness. 

True  politeness  is  true  kindness  del- 
icately expressed.  A  happy,  agreeable, 
polite,  sunny  manner  is  of  priceless 
value  in  the  struggles  of  life.  A  rough, 
crude,  or  discourteous  exterior  blocks 
the  way  to  success  for  many  otherwise 
worthy  men.  The  lady  who  is  always 
refined,  sunny,  and  agreeable,  who  is 
truly  polite,  courteous,  and  kind  to  all, 
is  sure  to  become  a  favorite.  It  is  a  law 
of  mind  that  whatever  we  express,  we 
build  into  our  own  natures;  therefore, 
the  child  that  is  taught  to  be  polite  and 
agreeable  under  all  circumstances,  is 
sure  to  develop  into  a  beautiful,  re- 
fined character. 

The  Affections. 

Philosophers  may  be  ruled  by  reason, 
but  the  masses  are  controlled  by  their 
emotions.  Law  reigns  in  courts  of 
justice,  but  love  governs  human  hearts. 
The  affections  of  the  child  should  be 
cultivated  from  early  infancy  and 
wisely  directed.  By  parents  manifest- 
ing a  loving,  tender  spirit  toward  their 
children,  not  only  when  they  are  good 


Important  Lessons.  105 

but  when  they  are  naughty,  they  will 
be  able  to  create  a  wealth  of  affection  in 
their  hearts  which  will  give  them  a 
charm  and  sweetness  for  life.  We  are 
all  iniiuenced  more  by  those  we  love 
than  by  those  we  hate.  Parents  who 
are  wise  enough  to  take  advantage  of 
this  law  will  be  able  to  control  and 
direct  their  children  aright. 


Home  Influences. 

The  home  life  is  perhaps  the  most 
potent  factor  in  the  formation  of  char- 
acter. When  on  the  streets  or  in  pub- 
lic, all  are  more  or  less  guarded  and 
restricted  and  hence  less  susceptible; 
but  in  the  home  there  is  complete  re- 
laxation and  therefore  susceptibility. 
Every  little  jar  or  discordant  note  has 
its  influence  upon  the  developing  child. 
Every  sunny  smile,  word  of  cheer,  or 
touch  of  kindness  is  like  the  touch  of 
the  artist  on  the  canvas ;  it  adds  beauty 
and  perfection  to  his  masterpiece. 
Fortunate  indeed  is  that  man  or  woman 
who  can  look,  back  to  the  old  fireside 
and  see  in  its  flickering  light  the  kindly 
face  of  a  wise,  temperate  father  and 
the  sunny  smile  of  a  gentle,  loving 
mother !  Very  few  children  who  come 
from  happy,  sunny  homes  go  astray. 


io6  Child  Culture. 

Boys  and  Girls. 

Boys  and  girls  should  grow  up  to- 
gether. It  is  more  easy  to  direct  the 
emotions  of  those  who  have  the  con- 
stant companionship  of  the  opposite 
sex  than  of  those  who  do  not.  The 
girl  who  has  never  been  allowed  to 
associate  with  boys  until  almost  grown, 
frequently  falls  in  love  with  the  first 
young  man  she  becomes  intimately  ac- 
quainted with.  Boys  denied  the  re- 
fining influence  of  girls  are  more  often 
uncouth  or  given  to  vice.  It  is  unwise 
to  tease  a  child  about  its  sweetheart; 
the  continual  agitation  only  deepens  the 
emotion.  Boys  and  girls  should  be  in- 
structed as  to  what  is  proper  but  be 
allowed  to  play,  study,  and  grow  up 
together  with  as  little  thought  of  the 
matter  of  sex  as  possible. 

Personal  Purity. 

Every  child  should  be  taught  the 
laws  of  personal  purity.  Many  re- 
quire counsel  before  the  age  of  six,  if 
secret  vices  are  to  be  prevented ;  others 
do  not  require  it  until  twelve.  Nearly 
all  parents  postpone  these  matters  three 
to  five  years  longer  than  they  should. 
It  is  better  to  be  a  little  in  advance  of 
the  requirements  than  too  late.  Overly 
particular  and  prudish  parents  often 


Important  Lessons.  107 

assume  that  because  their  child  has  been 
prevented  from  associating  with  the 
perverted,  it  needs  no  instruction  in  per- 
sonal purity;  a  greater  mistake  could 
hardly  be  made.  The  spring  source  of 
vice  is  more  often  within.  My  expe- 
rience in  directing  the  lives  of  several 
thousand  children  has  taught  me  two 
things:  (i)  only  about  one  child  in 
a  hundred  receives  proper  instructions 
early  enough  to  protect  it;  (2)  that  the 
very  nice  boys  and  girls — whose  pa- 
rents have  presumed  to  keep  them  in- 
nocent, by  keeping  them  ignorant  and 
protected  from  perverted  children — are 
nearly  all  victims  of  secret  vice. 

Ignorance  is  a  poor  guide  to  virtue. 
Every  child  should  be  lovingly  and 
wisely  instructed  relative  to  the  uses 
and  the  abuses  of  the  sex  function. 
A  single  warning  is  not  suMcient  and 
does  but  little  good.  We  continually 
instruct  the  intellect  and  repeatedly  ap- 
peal to  conscience  to  make  the  child 
honest ;  in  like  manner,  we  should  thor- 
oughly instruct  and  repeatedly  encour- 
age it  to  keep  its  every  thought  and 
desire  pure.  It  should  be  taught  that 
impure  thoughts  and  unchaste  desires 
are  seeds  of  vice,  which  if  planted  in  the 
head  and  heart  are  sure  to  have  their 
fruition  in  conduct. 


io8  Child  Culture. 

Self  Protection. 

Self  preservation,  or  self  protection, 
is  the  first  law  of  nature.  The  surest 
way  to  protect  self  is  always  to  be  pro- 
nounced on  the  side  of  right ;  to  mani- 
fest only  the  good  and  seek  the  same 
in  others.  By  protecting  self  in  all 
ways  we  protect  others.  Human  na- 
ture is  weak  and  therefore  is  to  be 
trusted  only  within  the  bounds  of  rea- 
son. We  have  no  right  to  tempt  others 
or  put  ourselves  under  temptation.  The 
child  should  be  taught  to  be  self  pro- 
tecting; should  learn  to  be  diplomatic 
and  discreet;  to  keep  its  own  counsel, 
and  to  be  quick  to  discern  an  evil  per- 
son or  an  evil  influence. 

Forethought. 

Forethought  and  carefulness  are  not 
hereditary  but  acquired  traits.  Some 
children  learn  to  be  careful  and 
thoughtful  much  more  readily  than 
others,  but  all  require  training  in  these 
qualities.  A  good  plan  is  to  point  out 
to  the  child,  after  it  has  made  a  mis- 
take, how  it  might  have  avoided  the 
error  had  it  noticed  or  duly  considered 
the  matter.  By  frequently  referring 
to  the  child  as  being  thoughtful,  care- 
ful, and  always  reliable  it  will  be  en- 
couraged to  become  so. 


Important  Lessons.  109 

Order  and  System. 

Order  and  system  prevail  throughout 
all  nature;  without  them  the  universe 
would  soon  be  reduced  to  chaos. 
One  who  would  accomplish  much  in 
life  must  be  orderly  and  systematic, 
not  only  in  doing,  but  in  thinking.  The 
child  should  be  taught  to  have  a  time 
and  a  place  for  everything;  to  be  sys- 
tematic, regular  and  orderly  in  what- 
ever it  does. 

Self-Containing. 

There  are  many  who  have  never 
learned  to  be  self  containing.  They 
must  be  entertained  by  someone  or 
something  outside  of  self,  or  they  be- 
come restless  and  miserable.  Often  this 
condition  leads  men  and  women  into 
doubtful  company,  or  causes  them  to 
patronize  low-class  entertainment.  The 
child  should  be  taught  to  be  self-en- 
gaging that  it  may  not  be  dependent 
upon  others  for  its  happiness.  Its  mind 
should  be  directed  to  reading  good 
books,  to  the  study  of  art,  literature 
and  science,  that  it  may  have  something 
with  which  to  entertain  itself.  Medi- 
tation is  the  way  to  truth.  Solitude 
has  lessons  for  all — lessons  that  can 
be  learned  in  no  other  school. 


no  Child  Culture. 

Expression. 

The  power  of  expression  should  be 
cultivated  rather  than  restricted  in  the 
child.  Even  the  most  gifted  linguist 
can  give  expression  to  but  a  fraction  of 
his  thoughts,  desires,  and  aspirations. 
One-half  of  the  world's  best  thought 
is  lost  because  the  thinker  cannot  ex- 
press his  ideas.  The  child  should  be 
encouraged  to  talk,  should  be  taught 
to  speak  grammatically,  and  to  express 
itself  clearly  and  concisely.  Concise 
expression  promotes  definite  thinking. 
All  slang  should  be  eliminated  and  ver- 
bosity discouraged. 

Imagination. 

Imagination  or  creative  fancy  is  the 
highest  power  of  the  human  mind.  It 
should  be  cultivated  in  most  children. 
In  some,  however,  it  is  so  strong  as  to 
cause  them  to  exaggerate.  This  ten- 
dency can  usually  be  overcome  by  call- 
ing the  child's  attention  to  its  mistake 
in  the  presence  of  the  facts.  Many 
children  exaggerate  through  a  desire 
to  excite  approval  or  surprise  in  others ; 
such  should  be  taught  that  the  simple 
truth  is  always  more  interesting  than 
the  enlarged  account.  There  is  a  vast 
difference  between  this  tendency  to 
magnify  the  truth,  and  real  deception 
caused  by  selfishness,  secretiveness,  or 


Important  Lessons.  iii 

a  weak  conscience;  the  latter  can  be 
eradicated  only  by  persistent  moral 
training,  the  former  is  usually  out- 
grown. 

The  Sense  of  Honor. 

"An  honest  man  is  the  noblest  work 
of  God."  Deception  is  the  most  uni- 
versal sin  of  the  race.  The  paramount 
need  of  the  world  today  is  moral  con- 
viction. The  sense  of  honor  should  be 
cultivated  in  all  children ;  to  do  this  the 
parent  should  be  strictly  honest  with 
them.  The  common  custom  of  telling 
children  that  the  moon  is  made  of 
green  cheese,  etc.,  of  misrepresenting 
things  in  order  to  control  them;  of 
practicing  deception  with  friends  and 
neighbors  in  their  presence;  all  tend 
to  destroy  their  innate  sense  of  honor. 
How  irrational  for  a  mother  to  expect 
her  child  to  be  honest,  when  she  repeat- 
edly requests  the  servant,  in  its  pres- 
ence, to  inform  the  unwelcome  caller 
that  she  is  not  in! 

The  child  should  be  placed  on  its 
honor,  and  its  word  depended  upon. 
It  should  be  encouraged  to  be  faithful, 
honest,  and  straightforward  in  all 
ways.  If  it  deceives  the  parent  and 
afterward  confesses  its  error,  it  is  not 
wise  to  chasten  it  for  the  wrong  it  has 
confessed,  lest  it  be  driven  to  further 


112  Child  Culture. 

deception.  The  better  way  is  to  for- 
give the  present  error,  thank  it  for  its 
frank  confession,  and  give  it  such  in- 
structions as  are  calculated  to  prevent 
the  repetition  of  the  error. 


Kindness. 

Kindness  is  the  most  divine  virtue  of 
the  human  soul.  Brotherly  love  with 
kindness  toward  all  and  malice  toward 
none,  is  the  cream  of  all  religions.  By 
example  and  precept  the  child  should 
be  taught  to  be  kind  to  everybody  and 
everything.  No  other  training  will 
tend  so  much  to  overcome  selfishness 
in  every  form.  It  should  know  that 
it  is  unkind  to  complain,  to  find  fault, 
to  be  selfish,  or  to  destroy  the  hap- 
piness of  others  by  the  recital  of  its 
troubles,  likes,  and  dislikes.  The  culti- 
vation of  this  sentiment  should  begin 
in  early  infancy.  When  the  child  has 
been  wronged  it  should  be  encouraged 
to  forgive  the  wrong  and  return  good 
for  evil.  It  should  be  taught  that  by 
being  kind  and  gentle  to  pets  and  play- 
mates it  will  develop  a  beautiful  char- 
acter. If  the  element  of  kindness  is 
thoroughly  instilled  into  the  child's  na- 
ture, it  will  prevent  its  becoming  sel- 
fish, harsh,  or  cruel  in  mature  years. 


Important  Lessons.  113 

Reverence. 

A  due  sense  of  reverence  for  God, 
for  old  age,  for  superiors,  and  for  law 
are  indispensable  to  a  noble  character. 
The  lack  of  true  reverence  and  faith 
among  the  masses  constitutes  one  of 
the  great  problems,  not  simply  of  the 
church,  but  of  the  state.  No  child's 
education  is  complete  until  its  sense  of 
reverence  has  been  awakened  and 
strengthened.  The  parent  who  neglects 
the  child's  religious  training,  neglects 
what  is  most  important  for  its  success, 
its  usefulness  and  its  welfare  in  this  life 
as  well  as  the  life  to  come. 

The  little  mind  and  heart  are  very 
susceptible  to  religious  influences.  If 
the  child  is  told  in  simple  language  of 
the  heavenly  Father,  His  kindly  inter- 
est, His  watchful  care,  and  His  for- 
giving spirit,  it  will  come  to  love  Him 
and  reverence  Him.  When  this  love 
has  once  been  established,  the  child  may 
then  be  told  of  the  Father's  will  and  the 
necessity  of  obedience.  In  this  way  the 
very  essence  of  religion  may  be  made 
a  part  of  the  young  life. 

Parents  are  often  much  alarmed 
about  the  morals  of  their  children  as 
they  approach  manhood  or  woman- 
hood, and  well  they  may  be;  but  if  the 
sense  of  honor,  of  kindness,  and  of 


114  Child  Culture. 

reverence  are  thoroughly  established 
in  a  child's  character  before  it  reaches 
the  critical  period,  it  is  not  likely  to 
go  astray. 


The  True  Ideal. 

In  character  building  a  correct  pat- 
tern, a  true  ideal  is  indispensable. 
From  the  lives  of  great  men  and 
women  we  can  get  much  that  is  help- 
ful; one  is  an  example  of  courage, 
another  of  conviction,  another  of  faith, 
another  of  wisdom,  and  another  of  self- 
sacrifice.  By  presenting  the  virtues  of 
noble  characters  to  the  child  it  may 
be  inspired  to  become  like  them.  But 
there  is  a  perfect  pattern  for  all;  one 
life  which  embodies  all  the  virtues  with 
none  of  the  vices  of  great  men.  Nine- 
teen hundred  years  ago,  God  through 
the  gift  of  His  son,  revealed  to  human- 
ity the  ideal  man.  The  perfect  self- 
control,  obedient  will,  kindly  forgiving 
spirit,  loving  thoughtfulness  of  others, 
gentleness  of  manner,  and  self-sacrific- 
ing life  which  characterized  the  earthly 
career  of  Jesus  Christ,  should  be  pre- 
sented in  simple  story  to  the  young, 
and  in  so  far  as  possible  embodied  in 
the  character  of  every  child  that  all 
men  may  become  like  Him. 


Important  Lessons.  1x5 

The  Spiritual  Birth.         ff 

"That  which  is  born  of  the  flesh  is 
flesh;  and  that  which  is  born  of  the 
Spirit  is  spirit."  "Except  a  man  be 
born  anew  he  cannot  see  the  kingdom 
of  God." 

This  is  a  simple  statement  of  a 
biological  law.  Inception,  birth  and 
developrnent  are  as  indispensable  to  the 
spiritual  life  as  they  are  to  the  natural 
life.  As  every  child  is  quickened  be- 
fore its  advent  into  the  natural  world, 
so  every  soul  should  be  spiritually 
quickened  during  its  physical  embodi- 
ment; and  must  be  so  quickened 
before  it  can  be  born  into  spir- 
itual consciousness.  As  the  physi- 
cal life  is  the  gift  of  earthly  par- 
ents through  natural  law,  so  the  spir- 
itual life  is  the  gift  of  God  through 
spiritual  law. 

Every  child  should  be  taught  the 
laws  of  the  spiritual  birth  and  unfold- 
ment,  not  as  a  traditional  dogma,  but 
as  a  sublime  fact,  a  glorious  experience 
to  be  realized  by  all  who  will  surrender 
self  to  God.  This  higher  life  alone 
makes  goodness  natural,  love  the  con- 
trolling motive,  and  righteous  living 
possible. 

No  amount  of  intellectual  culture 
will  take  the  place  of  this  spiritual  birth 


ii6  Child  Culture. 

and  higher  life.  Wholesome  home  in- 
fluences are  very  helpful ;  correct  habits 
are  a  power  for  good;  proper  sugges- 
tions will  accomplish  much  in  character 
building;  Christ  as  an  ideal  is  highly 
potential  in  shaping  the  lives  of  men; 
but  whoever  would  become  Christ-like 
must  be  born  anew,  must  realize  God 
within. 


APPENDIX.  . 

The  Public  Schools. 

The  public  school  is  one  of  the  sev- 
eral great  fountains  whose  waters  unite 
to  form  the  stream  of  life.  From  no 
other  source  does  the  average  person 
receive  more  of  that  which  makes  for 
happiness,  intelligence,  success  and 
good  citizenship.  Whatever  improves 
the  public  school  tends  to  improve  all 
that  is  highest  and  most  valuable  in 
human  life. 

Educators  have  just  cause  to  be 
proud  of  the  progress  made  in  the  art 
of  teaching  during  the  last  twenty- 
years  ;  new  appliances,  improved  meth- 
ods and  better  results  are  observable  in 
every  department.  Notwithstanding 
the  progress  made,  all  who  are  familiar 
with  our  educational  system  and  the 
disadvantages  under  which  teachers 
labor  are  painfully  aware  of  the  fact 
that  there  is  still  room  for  improve- 
ment. 

The  more  we  know  of  the  child  life 
and  its  requirements  the  more  imper- 
fect does  the  present  public  school  ap- 
pear.    During  twenty  years  of  child 

117 


ii8  Child  Culture. 

study,  I  have  become  acquainted  with 
the  inside  workings  of  the  schools  of 
this  country  and  know  something  of 
the  labors  and  trials  of  the  average 
teacher.  I  have  seen  the  necessity  of 
several  radical  changes,  some  of  which 
we  shall  notice.  These  proposed  re- 
forms can  only  be  brought  about  grad- 
ually, but  must  be  realized  before  the 
public  school  can  accomplish  what  it 
should. 

School  Funds. 

More  money  is  the  first  essential  for 
the  improvement  of  the  public  schools. 
Every  department  is  restricted  for  the 
want  of  funds.  More  buildings,  better 
equipment  and  more  teachers  are  re- 
quired for  the  proper  carrying  on  of  the 
work  in  almost  every  village  and  city. 
In  order  to  supply  this  demand  two 
things  at  least  are  essential : 

( I )  The  masses  must  be  educated  to 
more  fully  appreciate  the  importance 
of  the  public  school  and  the  necessity 
of  liberally  supporting  it.  This  will 
take  time.  It  is  largely  a  matter  of 
growth.  In  the  natural  order  of  devel- 
opment, in  the  individual  and  in  the 
race,  the  tendency  is  first  to  provide 
for  the  physical  necessities,  second  for 
the  intellectual  life,  and  lastly  for  the 
moral  and  spiritual.     Hence,  in  our 


"Appendix.  119 

present  state  of  development,  we  have 
dollars  for  appetite,  dimes  for  educa- 
tion and  pennies  for  religion. 

(2)  Corporations  must  be  made  to 
pay  their  proportion  of  taxes.  If  trusts 
and  syndicates  are  to  control  the  wealth 
of  the  country  they  must  also  bear  its 
burdens.  As  capital  consolidates  there 
is  a  tendency  to  reduce  the  relative 
quantity  of  money  available  for  school 
purposes.  One  hundred  men  worth 
$10,000  each  do  not  hesitate  to  pay  a 
ten  mill  assessment  for  the  education 
of  their  children;  but  the  man  worth 
a  million,  three-fourths  of  which  is  in- 
vested in  stocks  and  bonds  at  a  low 
rate  of  interest,  is  loathe  to  pay  the 
same  assessment,  or  $10,000  per  an- 
num, for  educational  purposes.  It  is 
much  cheaper  for  him  to  educate  his 
children  at  a  private  school  than  to 
pay  his  proportion  of  school  tax  neces- 
sary to  maintain  a  high  grade  public 
school.  But  he  who  owns  a  million 
can  pay  his  assessment  quite  as  easily 
as  he  who  owns  a  thousand,  and  those 
who  have  the  interest  of  education,  or 
the  welfare  of  the  country  at  heart, 
should  require  him  to  do  so. 

Again,  lawless  corporations  and  li- 
censed evils  recognize  in  the  public 
school  their  most  formidable  foe  and 
are  employing  subtle  means  to  restrict 


I20  Child  Culture. 

its  influence  and  counteract  its  moral 
teachings.  Parents  and  educators 
should  be  cognizant  of  the  situation 
and  be  prepared  to  defend  the  interests 
of  the  school  against  all  unfriendly 
legislation,  moral  or  financial  restric- 
tion. Whoever  cripples  the  public 
school  by  the  needless  denial  of  funds, 
or  lowers  its  standard  by  the  employ- 
ment of  cheap  (?)  incompetent  teach- 
ers is  an  enemy  to  his  country. 

School  Equipment. 

Public  schools  are  only  half  equipped 
for  work.  In  most  places  there  is  need 
of  as  many  more  school  rooms  and 
three  times  as  much  in  the  way  of  helps 
and  appliances.  In  addition  to  charts, 
maps,  casts,  mechanical  devices,  dic- 
tionaries and  free  text  books,  every 
school  room  should  be  supplied  with  an 
up-to-date  encyclopedia  and  a  con- 
densed reference  library  covering  the 
subjects  taught. 

In  many  country  districts  the  entire 
equipment  of  maps,  charts,  etc.,  repre- 
sent an  expenditure  of  less  than  $25, 
while  in  the  better  grade  schools  it 
seldom  exceeds  $100  per  room ;  where- 
as there  should  be  an  outlay  of  from 
$200  to  $500  for  each  room.  If  school 
boards  were  prepared  to  pay  for  new 
devices  and  appliances,  so  that  there 


Appendix.  121 

was  a  commercial  demand  for  such 
things,  inventive  genius  would  soon 
supply  the  demand  and  thereby  greatly 
facilitate  study  and  progress. 

More  Teachers  Wanted. 

The  number  of  teachers  should  be 
increased  fully  40  per  cent  the  country 
over  and  50  per  cent  in  the  primary 
and  grade  schools.  No  primary  or 
grade  teacher  should  have  more  than 
twenty  or  twenty-five  pupils.  Why? 
Because  every  pupil  should  daily  re- 
ceive personal  attention.  The  teacher 
should  have  both  the  time  and  wisdom 
necessary  to  become  thoroughly  ac- 
quainted, not  only  with  the. mental  pe- 
culiarities and  needs  of  each  pupil,  but 
his  disposition,  habits  and  tenden- 
cies and  then  be  able  to  give  him  such 
personal  instruction  and  help  as  are  re- 
quired for  his  proper  development. 

The  most  thoroughly  educated 
mother  finds  enough  to  tax  her  head 
and  heart  in  the  education  and  man- 
agement of  three  or  four  children 
v/hom  she  has  studied  from  their  birth ; 
how  perfectly  irrational  then  to  expect 
a  teacher  to  properly  instruct  and  wise- 
ly develop  fifty  or  sixty  children  of 
whom  she  knows  practically  nothing! 

It  is  a  noteworthy  fact  that  so  many 
great  historic  characters  received  pri- 


122  Child  Culture. 

vate  instruction  from  tutors  who  made 
a  study  of  their  every  requirement. 
The  nearer  we  approximate  this  per- 
sonal work  in  the  public  schools  the 
more  helpful  will  they  become.  If 
students  were  properly  assisted  they 
would  learn  much  faster  with  far  less 
nerve  strain  and  therefore  be  able  to 
do  more  thorough  work  in  shorter 
time. 

At  present  most  teachers  have  too 
many  pupils  to  give  each  the  individual 
attention  necessary  to  know  his  re- 
quirements. Hence  thousands  slip 
through  the  grade  schools,  many 
through  the  high  schools,  and  not  a 
few  secure  college  diplomas  without 
comprehending  one  or  more  of  their 
studies.  If  each  received  the  personal 
attention  he  should,  this  would  hardly 
be  possible. 

Human  Nature  Studies. 

Teachers  should  understand  human 
nature.  A  knowledge  of  the  child 
mind  is  quite  as  important  as  a  knowl- 
edge of  text  books.  Every  normal 
school  should  have  a  department  de- 
voted to  the  study  of  human  nature, 
particularly  the  psychology  of  child- 
hood. This  course  of  study  should  be 
thorough,  occupying  at  least  one  hour 
a  day  for  two  years.     Among  other 


'Appendix.  123 

things  it  should  include  heredity,  pre- 
natal culture,  organic  quality,  tempera- 
ment, hygiene,  dietetics,  physiological 
psychology,  and  the  practical  applica- 
tion of  its  principles  in  brain  building ; 
a  study  of  the  primary  impulses  or  ele- 
ments of  mind  and  character ;  methods 
and  rules  for  directing,  increasing  or 
restricting  all  the  appetites,  emotions, 
faculties  and  sentiments;  mental  sug- 
gestion and  how  to  employ  it  in  disci- 
pline and  mental  development,  together 
with  special  directions  for  awakening 
the  mind  of  the  dullard,  governing  the 
willful  or  vicious,  gaining  the  confi- 
dence of  the  timid  and  reticent,  and 
overcoming  other  eccentricities. 

The  course  should  also  include  self 
study  for  the  teacher.  No  one  is  qual- 
ified to  teach  until  acquainted  with  self. 
Our  view  point  modifies  our  view.  Our 
peculiarities  affect  our  relation  to 
others.  The  teacher  that  is  by  nature 
too  firm,  sensitive,  aggressive,  appro- 
bative,  affectionate,  positive  or  the  op- 
posite of  these ;  or  has  any  other  quality 
that  is  above  or  below  normal,  should 
be  cognizant  of  such  faults  and  by 
proper  training  overcome  them.  One 
who  has  not  learned  the  lesson  of  self- 
control,  who  gets  angry  on  slight  prov- 
ocation, or  becomes  worried  by  noise 
and  confusion,  or  is  strongly  under  the 


124  Child  Culture. 

influence  of  some  eccentricity,  is  not 
qualified  for  the  school  room.  More- 
over, if  teachers  had  a  thorough  knowl- 
edge of  themselves  they  could  do  much 
better  work  with  far  less  effort  and 
nerve  strain. 

This  department  of  study  should  be 
under  the  supervision  of  an  up-to-date 
phrenologist.  Not  a  "bumpologist," 
but  a  man  thoroughly  versed  in  the 
phrenological  system  of  mental  philos- 
ophy, heredity,  physiological  psychol- 
ogy, psychic  phenomena,  and  mental 
suggestion. 

From  this  I  do  not  mean  that  teach- 
effe  should  be  expected  to  estimate  char- 
acter from  facial  expression  or  cranial 
development — only  an  expert  can  do 
this  with  sufficient  accuracy  to  be  of 
any  practical  value;  but  every  teacher 
should  be  thoroughly  versed  in  the 
subjects  indicated,  particularly  the 
phrenological  system  of  mental  philos- 
ophy. This  system  is  worth  more  to 
those  who  would  understand  children 
than  all  the  others  put  together.  It 
is  the  only  system  that  analyzes  human 
nature  and  explains  the  tastes,  talents 
and  peculiarities  of  the  individual. 

I  am  cognizant  of  the  disfavor  with 
which  phrenologfy  is  held  by  many  col- 
lege men  and  realize  that  in  recom- 
mending it  I  shall  provoke  their  dis- 


Appendix.  125 

approval;  therefore,  I  wish  to  discrim- 
inate between  phrenology  as  a  system 
of  psychology  and  phrenology  as  em- 
ployed in  the  art  of  reading  character. 
It  is  the  former  that  I  am  commend- 
ing; the  latter,  however,  is  worthy  of 
much  more  attention  than  has  generally 
been  accorded  it.  During  many  years 
of  daily  practice  in  reading  character 
and  child  study,  I  have  employed  every 
system  and  method  known  to  science 
and  I  cannot  better  express  my  esti- 
mation of  the  relative  value  of  Gall's 
system  than  to  quote  the  words  of 
the  late  Mr.  Gladstone,  where  he  says, 
"As  an  explanation  of  mind  and  char- 
acter the  phrenological  system  of 
mental  philosophy  is  as  far  superior  to 
all  others  as  the  electric  light  is  to  the 
tallow  dip." 

Qualifications  of  Teachers. 

Few  teachers  are  properly  qualified 
for  their  work.  A  thorough  Normal 
training,  with  at  least  a  two  years* 
course  in  methods  of  teaching,  physio- 
logical psychology  and  child  study 
should  be  required  of  every  applicant 
before  a  teacher's  certificate  is  issued. 
Such  a  requirement  would  not  only  be 
of  great  practical  value  to  teachers, 
pupils  and  the  interests  of  the  public 
schools  generally,  but  it  would  tend  tp 


126  Child  Culture. 

elevate  and  give  digfiiity  and  commer- 
cial value  to  the  profession. 

The  profession  of  teaching  should 
rank  with  law  and  medicine.  At  pres- 
ent most  any  one  able  to  pass  an  exam- 
ination in  the  text  books  and  the  sim- 
ple requirements  of  pedagogy  can  get 
a  certificate.  The  results  are  that  many 
incompetent  persons  who  are  willing  to 
work  for  half  price  enter  the  profes- 
sion, while  thousands  employ  teaching 
as  a  stepping  stone  to  something  more 
lucrative.  As  long  as  this  condition 
exists  there  will  be  many  poor  teachers 
in  the  school  room  and  wages  will  be 
low  for  all.  Whereas,  by  requiring 
those  already  in  the  profession,  as  well 
as  those  who  enter,  to  take  thorough 
Normal  training,  none  but  persons  of 
merit  who  expected  to  follow  teaching 
as  a  vocation  would  qualify. 

Teachers'  Salaries. 

The  salaries  of  teachers  should  be 
increased  from  25  to  50  per  cent.  It 
is  unreasonable  to  expect  men  and 
women  of  character,  culture  and  ambi- 
tion to  work  year  after  year  for  half 
what  the  same  amount  of  mind  and 
energy  commands  in  other  professions 
and  vocations.  Only  those  who  have 
a  liking  for  teaching  or  feel  that  they 


Appendix.  127 

cannot  do  anything  better  or  more  lu- 
crative remain  long  in  the  school  room. 
After  a  careful  study  of  this  subject, 
I  am  convinced  that  no  one  thing  is 
more  detrimental  to  the  best  interests 
of  the  public  schools  than  the  low  sal- 
aries paid.  Teachers  should  combine, 
first  to  raise  the  standard  of  the  pro- 
fession, and  second  to  demand  a  price 
commensurate  with  their  services. 

Pensioning  Teachers. 

At  present  the  idea  of  pensioning 
teachers  is  being  agitated.  As  a  means 
of  reimbursing  those  who  have  worn 
themselves  out  in  the  school  room  for 
half  pay  the  pension  system  is  certainly 
commendable;  but  as  a  principle  to  be 
followed  up,  it  is  fundamentally  wrong. 
First,  because  one  decade  or  generation 
has  no  right  to  contract  debts  for  its 
successor  to  pay.  Second,  because  the 
pension  system  would  tend  to  produce 
a  lot  of  dependents,  who  instead  of  pro- 
viding for  old  age  would  be  content  to 
retire  and  draw  their  support  from  the 
earnings  of  others.  Third,  because 
"The  laborer  is  worthy  of  his  hire," 
and  all  self-respecting  men  and  women 
want  the  salary  they  are  entitled  to, 
preferring  to  be  their  own  custodians, 
rather  than  pensioners. 


128  Child  Culture. 

Moral  Training. 

The  principles  of  morality  should  be 
systematically  taught  in  the  public 
schools.  In  addition  to  simple,  daily 
devotional  exercises  there  should  be  a 
prescribed  course  of  moral  instructions 
calculated  to  develop  the  better  ele- 
ments of  human  nature.  This  course 
should  include  practical  lessons  in 
hygiene,  cleanliness,  temperance,  per- 
sonal purity,  manners,  self  respect,  self 
control,  fidelity,  honesty,  gentleness, 
agreeableness,  kindness  and  reverence 
for  law,  old  age,  and  things  sacred. 
It  should  be  sufficiently  thorough  to 
eliminate  as  far  as  possible  evil  inherent 
tendencies,  prevent  the  formation  of 
bad  habits,  and  establish  the  basis  of 
a  strong  moral  character  in  every  pupil. 

Great  care  should  be  exercised  in  the 
employment  of  teachers.  No  person 
should  be  engaged  to  teach  whose  life 
is  not  exemplar5^  The  psychological 
relations  existing  between  teachers  and 
pupils  make  the  latter  peculiarly  sus- 
ceptible to  the  influences  of  the  former. 
It  is  all  but  criminal  to  place  young 
children  under  the  tutorage  of  the  mor- 
ally delinquent. 

The  importance  of  the  foregoing 
propositions  will  readily  be  conceded 
by  all   familiar  with  the  sociological 


Appendix.  139 

problems  of  the  country.  History 
proves  that  intellectual  training  with- 
out morality  is  dangerous.  An  edu- 
cated villain  is  a  greater  menace  to  the 
commonwealth  than  an  ignorant  one. 
In  the  cities  of  New  York  and  Chicago 
less  than  10  per  cent  of  the  school  pop- 
ulation receive  systematic  moral  or  re- 
ligious training  at  home,  while  in  other 
cities  throughout  the  country  the  per- 
centage is  but  little  higher.  Now,  the 
cities  control  the  balance  of  power  in 
State  and  national  legislation,  there- 
fore, it  is  of  pre-eminent  importance 
that  the  principles  of  morality  be  taught 
in  the  public  schools. 

No  commonwealth  can  long  main- 
tain law  and  order  that  neglects  the 
moral  training  of  its  youth;  no  republic 
can  long  survive  whose  citizens  lack 
faith  in  God, 


CALJF. 


HUMAN  NATURE  STUDIES 

The  following  list  of  books  are  recommended 

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A  Study  of  Child  Nature Harrison  $1  00 

Hints  on  Child  Training Trumble  1.00 

From  the  Child's  Standpoint Winterburn  1.2.5 

The  Children's  Health "  125 

Love  and  Law  in  Child  Training Poullson  1.00 

Aids  to  Family  Government Meyer  .75 

A  Mother's  Ideals Proudfoot  1  00 

Study  of  a  Child Hogau  2.50 

A  Study  of  the  Child Taylor  1.25 

Mental  Development  in  the  Child Preyer  1  00 

Studies  of  Childhood Sully  2.00 

First  Three  Years  of  Childhood Perez  1.50 

The  Study  of  Children Warner  1. 00 

Studies  in  Education Barnes  2.00 

Pedagogies  of  the  Kindergarten Froebel  1.50 

Education  by  Development "  1.50 

Methods  of  Teaching Hall  1.50 

Kindergarten  Guide Bates  1.50 

Education    and    the     Philosophical 

Idea Dresser  1  00 

Science  ofMind  Applied  to  Teaching,  Hoffman  1  50 

How  to  Strengthen  the  Memory Holbrook  1 .00 

Children's  Rights Wiggins  1.00 

Psychology. 

Outlines  of  Physiological  Psychology,  Ladd  $2.00 

Elements  of  Psychology Baldwin  1.50 

Psychology  Applied  to  Teaching "  1  50 

Mental  Development  in  the  Child —       "  1.75 

Psychology Dewey  1.25 

Elements  of  Psychology Davis  2.00 

The  Art  ofMind  Building Gates  .25 

Psychology  and  Psychic  Culture Halloclc  1. 25 

Manual  of  Psychology — Stout  1.50 

Experimental  Psychology Sanford  1.00 

Psychology  for  Teachers Morgan  1.00 

Psychology  (Brief  Course) James  1.60 

Psychology  of  Mind Maudsley  2.00 

Jlenti-Culture Fletcher  3.00 

Old  and  New  Psychology Colville  1.00 

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'An  Sutltne'of  P^chology. . ; Titchener  1.50 


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A  Child  of  Wght,  Heredity  and  Pre- 
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A  System  of  Phrenology "  1.25 

Brain  and  Mind '. .  Drayton  1.60 

The  Temperaments Jacques  150 

How  to  Read  Character Wells  1.25 

How  to  Educate  the  Feelings Sizer  1.50 

Human  Science Fowler  3.00 

Psychic  Phenomena. 

The  I^aw  of  Psjxhic  Phenomena Hudson  $1.50 

Evidences  of  a  Future  Mfe "  1-60 

The  Divine  Pedigree  of  Man "  1, 50 

The  Pathway  of  the  Spirit Dewey  .75 

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New"  Testament  Occultism "  1.50 

Ufe  Beyond  Death Savage  1.25 

The  Science  of  the  Soul Sherman  1.26 

Pertaining  to  Sex. 

The  New  Man Riddell  .25 

Chastity Holbrook  .50 

Tokology Stockham  2.26 

Manhood  Wrecked  and  Rescued Hunter  1.00 

True  Manhood Shepherd  1,00 

For  Girls "  i.oo 

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HEREDITY 

The  Cream  of  Twenty  Chautauqua  Lec- 
tures on  Heredity,  Prenatal  Culture, 
Psychology,  Brain  Building 
and  Soul  Growth. 

By  NEWTOnIj.  BIDDELL 

This  Work  is  Not  Only  Aatbentio  but  Bloh 
In  Original  Matter. 

Mr.  Rlddell  Is  a  recognized  authority  on 
Heredity.  In  gathering  the  subject  matter 
for  this  book  and  his  lectures  he  has  con- 
sulted every  merltous  work  on  the  subject 
published  In  the  English  language.  He  trav- 
eled constantly  for  fifteen  years,  visiting 
nearly  all  of  the  principal  cities  on  the 
continent,  consulting  with  hundreds  of  edu- 
cators, prison  wardens,  physicians  and  de- 
tectives. He  personally  examined  the  psy- 
chology and  heredity  of  several  thousand 
persons.  Including  nearly  ten  thousand  chil- 
dren, representing  all  classes  and  conditions, 
over  five  thousand  convicts,  and  as  many 
more  insane  and  feeble-minded  patients. 
Heredity  ExplaJned. 

Mr.  Riddell  reduces  ail  the  laws,  facts 
and  phenomena  of  reproduction  and  heredity 
to  a  definite  science  and  explains  them  in 
language  so  simple  that  a  child  can  com- 
prehend them. 

TKe  Book  is  Well  Made. 

It  contains  350  large  octavo  pages,  6x9, 
weight  2  lbs.  It  is  printed  from  new  type 
on  heavy  rag  paper  of  good  quality.  It  is 
substantially  bound  in  silk  finished  cloth, 
with  gold  stamp  on  side  and  back. 

Over  1200  Marginal  References. 

Every  one  of  Its  1,164  paragraphs  contains 
a  concise  statement  of  a  fact,  law  or  propo- 
sition and  is  supplied  with  one  or  more  legal 
side  heads.  The  work  is  fully  indexed. 
Making  it  the  most  complete  book  ever  pub- 
lished on  the  subjects  treated. 

Price  by  Mail  or  Express,  $2.50  Prepaid. 

Maillnar  Department. 

CHILD  OF  LIGHT  PUBLISHING  GO. 

63S8  Essleston  Ave., 

CliicasfOf  111.,  17.  8*  A. 

13 


Comments  of  the  Press. 

"A  profoundly  Interesting  and  Instructive 
book,  treating  of  subjects  clearly  and  mod- 
estly. *  •  *  If  millions,  instead  of 
thousands,  could  take  in  its  lessons  the 
world  would  be  benefited." — The  Inter- 
Ocean. 

"It  is  evident  from  a  perusal  of  this  vol- 
ume that  the  author  is  a  close  student  of 
nature.  The  practical  truths  contained  In 
his  book  make  it  a  valuable  addition  to  any 
library." — New  Enpland  Journal  of  Educa- 
tion. 

"Parents  and  those  who  may  become  par- 
ents, will  find  much  in  this  book  which  will 
command  their  attention." — The  Congrega- 
tionalist. 

"It  Is  written  with  great  discretion  and 
much  tact  and  nresents  the  subject  in  an 
interestiuK  and  instructive  way." — New  Or- 
leans Daily  Picayune. 

"The  book  is  reliable,  up-to-date  and  easy 
of  comprehension." — Union  Signal. 

"It  has  evidently  been  prepared  with 
much  carefulness  of  observation  and  of 
statement.  Infinite  misery  might  be  pre- 
vented If  the  facts  given  were  commonly 
understood  and  duly  heeded." — Chicago 
Tribune. 

"The  author's  ideas  are  presented  in  a 
clear  and  logical  manner,  with  an  earnest- 
ness which  should  carry  wiJi  it  the  lessons 
the  work  is  intended  to  convey." — Toledo 
Blade. 

"The  author's  conclusions  are  drawn 
from  a  wide  range  of  facts  coming  under 
his  own  observations,  both  of  well  bom  and 
ill  born  children." — The  Outlook. 

"It  is  a  work  In  which  any  student  of 
human  nature,  pastor,  educator  or  profes- 
sional man  will  find  unlimited  source  of  de- 
sired Information." — Denver  Republican. 

"He  la  considered  the  foremost  authority 
in  the  country  on  Heredity,  Psychology  and 
kindred  topics.  His  work  abounds  in  first 
hand  facts  and  original  matter." — Omaha 
World-Herald. 

"It  is  a  work  of  mature  thought  and  cul- 
tured style." — Medical  Science. 

"It  should  be  read  by  every  maa  and 
woman  in  America.  Its  style  is  clear,  un- 
technica:i  and  entertaining  as  It  Is  initmc- 
tive.  The  book  Is  a  model  of  the  printer** 
art." — Human  Nature. 

IS 


BY  NEWTON  N.  RIDDELL, 


This  is  a  practical  book  based  on  sound 
j)sychological  principles,  and  the  critical 
study  of  over  ten  thousand  children. 

Comments  of  tKo  Press. 

Every  leading  educational  magazine  pub- 
lished in  the  U.  S.  and  scores  of  daily  pa- 
pers have  given  most  complementary  re- 
views of  "Child  Culture'"  without  a  single 
adverse  criticism. 

Expert  Testimony. 

We  are  constantly  receiving  letters  from 
the  foremost  educators  of  the  land  com- 
mending this  book  in  the  highest  terms.  We 
have  scores  like  the  following : 

Prof.  W.  E.  Watt,  A.  M.,  Ph.  D.,  Princi- 
pal of  Graham  School,  Chicago :  "Child 
Culture"  is  a  book  with  a  real  message. 
Every  parent  and  teacher  in  the  world 
should  read  it.  None  can  afford  to  be  with- 
out it.  I  would  not  take  from  my  stock 
of  knowledge  what  I  learned  from  the  chap- 
ter on  "Mental  Suggestion"  for  any  price 
that  could  be  named. 

Dr.  John  P.  D.  John,  D.D.,  LL.  D.,  Ex- 
Presldent  of  DePauw  University :  "Child 
Culture"  is  a  book  of  absorbing  interest  and 
great  value.  It  is  rigidly  scientific  and  emi- 
nently practical.  It  deals  with  vital  truths 
and  deserves  the  widest  circulation  among 
the  homes  and  schools  of  our  country. 

"Child  Culture"  contains  130  pages,  bound  in  cloth. 
Price  only  65c  Postage  Free. 

Child  of  Light  Publishing  Co. 

Mailing  Department 
6328  Egglestoiv  Avenue.  Chicago 

14 


The   New  Man 

OR 

Kni$litso(tlieMietli(entury 

By  Newton  N.  BiddeU 

A  Twenty-Five  Cent  Book  of  One  Hundred  Pages 

that  has  Transformed  the  Lives  of  Ten 

Thousand  Men  and  Put  Half  a 

Million  to  Thinking. 

One  Hundred  TKousand  Men 

Have  attended  Mr.  Riddell's  lecture  on  "The 
New  Man,"  of  which  this  book  is  an  en- 
larged version.  It  is  uniformly  conceded  to 
be  the  most  refined,  instructive  and  inspir- 
ing lecture  on  the  subject  of  man's  creative 
forces  before  the  public.  No  man  can  listen 
to  or  read  it  without  being  materially  bene- 
fited. It  was  published  at  the  request  of 
thousands  of  professional  men  and  is  being 
circulated  for  the  good  It  may  do. 

EVERY  BRAIN  WORKER  IN  AMERICA 
SHOULD  HEAR  IT. — Judge  John  Maxwell. 

It  moved  Grand  Rapids  as  no  other  lec- 
ture ever  has. — J.  K.  Johnson. 

Words  are  inadequate  to  express  the 
moral  and  spiritual  value  of  this  lecture. — 
W.  E.  Edmonds,  Gen.  Sec.  T.  M.  G  A.. 
Jacksonville,  III, 

I  never  listened  to  such  a  story  from  hu- 
man lips.  If  Andrew  Carnegie  should  en- 
dow this  lecture  with  $100,000,  and  send 
Prof.  Riddell  forth,  the  inspired  prophet 
to  the  masses,  he  would  do  more  good  than 
by  building  twenty  libraries. — Bev.  Ghas. 
W.  Whorrall,  D.D. 

PvibllsKers'  G\iak.rak.ntee. 

Buy  It  at  once.  Read  it :  if  not  satisfied 
with  your  bai'gain,  return  the  book  In  sala- 
ble condition  and  we  will  refund  your 
money. 

Price  by  Mail,  Postpaid,  25  cents. 

CHILD  or  LIGHT  PUBLISHING  CO. 

Maillncr  Department 

6328  Ecsleston  Avenue,  Chicago 

i« 


100  Life  Lessons 

From  the  Riddell  Lectures 

By  NEWTON  N.  RIDDELL 

A  ten  cent  booklet  of  priceless  value. 

CONTENTS. 


LAW  AND  LOVE. 

Selectious  from  Moses  and  Christ. 

HEALTH  AND  HYGIENE. 

Tea  practical  lessons  in  the  art  of  living. 

PHYSICAL  CULTURE. 

Complete  course  for  strengthening  all  the  muscles 
and  developing  a  strong,  harmonious  physique. 

SUCCESS. 

Ten  concise  lessons  showing  what  to  do  and  how 
to  do  it  to  insure  success  in  I<ife.    Very  helpful. 

BRAIN  BUILDING. 

Complete  system  for  developing  brain  centers  and 
strengthening  all  mental  powers.     Invaluable. 

SUGGESTION. 

Ten  lessons  in  the  application  of  Suggestion  to  char- 
acter building.    Unique  and  incomparable. 

HEREDITY. 

How  children  may  be  well  born.    Highly  important. 

CHILD  CULTURE. 

Ten  valuable  lessons  for  parents  and  teachers. 
REGENERATION. 

Ten  lessons  showing  how  to  be  bom  anew,  and  come 
into  conscious  relationship  with  God. 

INCARNATION. 

How  to  realize  God  within,  in  the  person  of  the  Holy 
Ghost,  and  enjoy  His  peace,  love  and  power. 

TWENTY  GREAT  FACTS. 
TWENTY  SUGGESTIVE  DON'TS. 

Together  with  other  important  matter. 

Price  by  Mail  Ten  Cents. 

CHILD  OF  LIGHT  PUBLISHING  CO. 

6328  Eggleston  Ave.,  Chicago 

For  Sal*  at  tH«  Riddell  I#*ctur*s. 


5 


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UNIVERSITY  OF  CALIFORNIA 

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